Home visiting is a popular service delivery model for young children. The success of these programs, however, depends on the participation of parents. This project explores two dimensions of engagement: the process through which home visitors engage parents, and providers' perceptions of the impacts of program and home visitor level factors on the home visitor experience of engagement. This is achieved through three study aims: 1. Develop a conceptual model of the process through which home visitors engage parents, 2. Understand the factors that home visitors identify as impacting their engagement of families, and 3. Understand what elements of program structure impact the home visitor experience in engaging families across four Early Head Start (EHS) programs. The study was carried out in two stages. In the first, four local EHS programs that vary in program structure were selected to participate in the study. In the second, 38 providers within the programs participated in in-depth interviews. Grounded theory and pattern matching were utilized to develop a conceptual model of the home visitor process of engagement, which is presented in the first paper. Relationship building with parents develops through a process over time; home visitors first learn each parent's style and culture. They are then able to deepen the working partnership, and then focus on balancing the ongoing work. The second paper examines how home visitors' approach, attitude, and knowledge serve as the tools they rely on to engage parents. The third paper identifies aspects of caseload and communication as the key program-level factors that influence how home visitors engage families. The findings of the study suggest that some EHS Federal Performance Standards should be more finely detailed and directive. In order to ensure quality services and strong engagement, the Standards must better guide program approaches to supervision, caseloads, and the preparation and support of home visitors. (author abstract)