Relations between multiple dimensions of family involvement in early childhood education and classroom outcomes were examined. Participants included 144 urban, Head Start children. Parental report of family involvement was gathered in late fall using a multidimensional assessment. Relations between family involvement dimensions and end of the year outcomes of approaches to learning, conduct problems, and receptive vocabulary were investigated. Results revealed that Home-Based family involvement emerged as the strongest predictor of child outcomes. This dimension associated significantly with children's motivation to learn, attention, task persistence, receptive vocabulary skills, and low conduct problems. The School-Based Involvement dimension was significantly related to low conduct problems in the classroom when combined with the influence of Home-Based Involvement. The School-Based Involvement and Home-School Conferencing dimensions did not predict later child outcomes when considered simultaneously with Home-Based Involvement. (author abstract)