Despite literature supporting the need for educational psychologists (EPs) to work with families as central to good practice, there is limited evidence of the ways in which EPs involve families within their practice. This paper discusses a small-scale study which explored EP practice in relation to work with families. Nine EPs from four English Local Authorities (LAs) were interviewed. Interviews were then analysed using inductive thematic analysis. The findings highlight both the range of practice, and the variance between participants' perceptions of the EP role with families. The impact of a traded model of service delivery was identified as reinforcing a perception of the EP role being primary school focused rather than child and family-focused. Implications for EP practice are discussed and the findings should provoke discussion for the EP community, in considering the profession's role in the area of work with families.