This study explores the experiences of families of young children with disabilities through the early childhood special education process in order to discuss supports that families found most helpful and identify areas in which additional support is required. The goal of this study is to inform practitioners within the early childhood special education process on how to best support families. A qualitative research approach allowed participants to share their stories, perspectives, and experiences in their own words. Eight families of young children who recently experienced Early Intervention, Committee on Preschool Special Education (CPSE) services, and Committee on Special Education (CSE) service transitions were recruited to participate in individual interviews via Zoom. Through the process of thematic analysis, a total of 10 themes were identified. Results of this study suggest that parents report increased levels of satisfaction with early childhood special education (early intervention/ preschool services) when compared to school-aged (kindergarten) services. In addition, sharing information, seeking information from others, and sharing student strengths were reported to be helpful factors in their experience. Furthermore, parents report that additional information/resources, parents support groups, and future planning would be beneficial throughout this process. [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.]