Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers' communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students' ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. Findings further suggest that pre-service teachers may need support in understanding the impact of positioning themselves as the expert on the developing relationship.