Research has shown that strong school-home partnerships are critical to the success of intervention efforts aimed at improving the developmental functioning of young children (Dunst & Dempsey, 2007). Accordingly, family-professional partnering has been a recommended practice in effective intervention delivery for young children with special needs (Blue-Banning, Summers, Frankland, Nelson, & Beegle, 2004). The Family Child Learning Center (FCLC)'s Integrated Research Preschool for Children With Autism Spectrum Disorder (ASD) is an example of a program designed around the concept of "family-professional partnerships." The FCLC preschool is a combination classroom and home-based intervention program for children with a diagnosis of ASD located in a Midwest suburb. At the heart of the FCLC preschool are the "partnerships" that the staff forms with its families. Parents are viewed as central to their child's development. This article presents the FCLC preschool staff's recent use of technology as an innovative supplement to the program's communication efforts. Steps toward establishing family-professional partnerships are suggested, and benefits, in relation to teachers, parents, and children, are discussed. (Contains 1 table.)