The purpose of this study was to explore Cypriot preschool teachers' and parents' perceptions and attitudes toward the value and contribution of the developed educational assessment instrument for the early identification and intervention for students at risk to present learning disabilities. In this research study, a qualitative research was used and a case study approach was employed in the attempt to answer the research questions and hypotheses. In addition, data was collected through participative observation and semi-structured interviews. The study sample consisted of 10 preschool teachers and 27 mothers of preschool children. Further, content analysis was used for analyzing the data. Based on data analysis, it was found that most of the preschool teachers were positive and expressed their approval regarding the assessment tool. When parents were doubtful, the preschool teachers themselves did not question the validity of the assessment tool. Likewise, most of the parents were positive regarding the use of the specific assessment tool at school, regardless the performance of their children. They also attributed predictive validity to the tool. However, parents were more positive regarding the validity of the assessment tool when the assessment did not indicate any learning disabilities. The main advantages of the assessment tool that both preschool teachers and parents acknowledged were its informative value, the potential to assist the development of children by detecting likely barriers to learning and the potential to improve home-school relationships and collaboration. Preschool teachers acknowledged the importance of early identification and timely interventions regarding children at risk presenting learning disabilities. In contrast, most parents did not have adequate knowledge regarding the actual meaning of the above term. However, both parents and preschool teachers acknowledged the importance of training in order to be able to detect the early signs of learning disabilities and therefore address arising difficulties the soonest possible. In conclusion, it seems essential to implement early assessment procedures, to design early intervention programs, to train and raise awareness of preschool teachers and parents about learning disabilities, to formulate education policy for early identification and to involve parents in the assessment process and decision-making. [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.]