This qualitative descriptive study aimed to investigate how parents articulate service strategies and provider characteristics that supported them during the transition from Early Intervention to Preschool Special Education in the boroughs of New York City. The author explored parents' descriptions of service strategies, and their accounts of provider characteristics that contributed to their support throughout the transition. Components of Epstein's parent engagement and Avolio's full range leadership model served as the conceptual framework. Data were collected through 11 one-to-one open-ended semi-structured interviews and two focus groups. Thematic analysis was used to identified five themes from the research questions: (1) Empowering Families through Inclusive Communication, (2) Collaborative Partnerships Fostering Successful Transitions, (3) Fostering Autonomy through Parental Engagement and Home Learning, (4) Navigating Empowerment through Supportive Transitions, and (5) Navigating Clarity: Understanding the Transition Journey. The results show the need to inform the development of more effective support systems and strategies for families transitioning from EI to PSE. The study contributes to the field by offering a deeper understanding of the factors that influence parental involvement and leadership behaviors during this critical period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]