Despite the clearly established, elevated need for early intervention services among Child Protective Services (CPS)-involved infants and toddlers, extant research consistently demonstrates a gap between CPS-involved infants' and toddlers' apparent developmental need for early intervention services and their receipt of an Individual Family Service Plan (IFSP) indicating they have been offered early intervention services (Casanueva, Cross, & Ringeisen, 2008; Rosenberg & Robinson, 2004; Stahmer et al., 2005). While existing literature describes the gap between early intervention service need and IFSP receipt among CPS-involved infants and toddlers, these studies have analyzed data from the National Survey of Child and Adolescent Well-Being I (NSCAW-I), which includes data collected between 1999 and 2007. Consequently, there was a need to analyze data from the new iteration of the NSCAW-I (i.e., the NSCAW-II), based on data collected since 2008, to examine child and family outcomes in today's context. Additionally, early intervention service use among CPS-involved infants and toddlers had been thoroughly examined through quantitative investigations; however, to my knowledge, prior to this study, the perceptions of practitioners had never been explored. As a result, little was known about why numerous CPS-involved infants and toddlers do not receive IFSPs at the rates we would expect based on their apparent developmental need for early intervention services. My study explicitly addresses the aforementioned limitations and provides a deeper understanding of factors influencing IFSP receipt among CPS-involved infants and toddlers. Specifically, the purpose of my mixed-methods inquiry is to (a) use data from the NSCAW-II to describe the characteristics of IFSP receivers and nonreceivers; (b) analyze whether any of the differences in the characteristics of IFSP receivers and nonreceivers are statistically significant; and (c) through focus groups, garner a better understanding of what practitioners identify as factors impacting why a CPS-involved infant or toddler who displays a developmental need may not receive an IFSP for early intervention services. First, my quantitative analysis of data from the NSCAW-II revealed that half of my study's analytic sample, or 1,475 infants and toddlers, had a developmental need for early intervention services based on their assessment scores and existing medical/mental conditions. The infants and toddlers whom I identified as having a developmental need for early intervention services were predominantly White boys with substantiated maltreatment reports who were living at home with their biological parent(s). Of these 1,475 infants and toddlers with a developmental need for early intervention services, the caregiver or CPS caseworker reported that a distressing 82%, or 1,216 children, had not received an IFSP for early intervention services. Statistically significant differences in IFSP receipt were observed based on the caregiver's household income and by the child's age, the setting, and the substantiation status of the child's maltreatment report. Second, qualitative data from my study's focus groups supported findings in extant literature related to CPS-involved school-age children's receipt of special education services and also revealed additional themes specifically relevant to CPS-involved infants and toddlers. Foremost, focus group members confirmed the following themes can negatively impact a CPS-involved infant or toddler's receipt of an early intervention evaluation or an IFSP for early intervention services:"lack of child development knowledge and disability awareness" among CPS caseworkers and parents/caregivers; "inadequate agency linkages" and "ineffective communication" between CPS caseworkers and early interventionists; "difficulty navigating the special education and early intervention systems; stigma"; and "educational rights". Additionally, my study's focus group participant data revealed several other original themes explaining why a CPS-involved infant or toddler who displays a developmental need may not receive an early intervention evaluation or an IFSP for early intervention services. Novel themes, identified by members of my study's focus groups, included "instability in the home," "parent-caregiver support and resources," "fear", and "shame." [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.]