This ethnographic study explored the evolution of family involvement in Head Start, focusing on an ethnically diverse community. The two main purposes of the study were to identify those aspects of a Head Start program and its staff that are responsive and beneficial to multicultural families, and to determine the reciprocal response by these families to the Head Start program. Data was collected from multiple sources over a two-year period using two primary methods: participant observation and in-depth interviewing. The researcher participated in and observed a Head Start classroom and office activities two days a week. Full field notes were recorded and transcribed for analysis. In addition, the researcher conducted multiple in-depth interviews with families, teachers, and staff. The number and frequency of the interviews was adjusted depending on the emerging themes and patterns in the data. A computer software program was used to organize the data and to assist in textual and conceptual analysis.