This study seeks to understand family engagement in Early Head Start under the theoretical model of family-school partnerships, which utilizes a traditional approach to understanding family engagement. Through multiple regression analysis with clustering at the child level, the analysis of 586 families in Early Head Start predicts family engagement from the parents’ attendance in educational events and staff-reported relationship quality between staff and parents. Evidence suggests that additional variables are redundant. This study provides support for the family-school partnership theoretical model of family engagement in Early Head Start. Implications for future research, practice, and sociocultural models of family engagement are discussed. (author abstract)