Parents are a child's first teachers. They are responsible for building children's social, emotional, physical, and intellectual foundations. The problem investigated through this dissertation case study was the inconsistent knowledge of child development and developmentally appropriate activities among parents of young and primary school aged children in a mid-sized city school district in the Hudson Valley of New York. The purpose of the present qualitative case study was to identify patterns in parents' knowledge of typical child development and their self-efficacy for supporting their children's early language, literacy, and math skills by providing developmentally appropriate activities. A qualitative case study was chosen for the current research because case study research design allows the researcher to look for and make connections between patterns that emerge during data analysis. Data collection occurred in two phases. First, participants completed an online questionnaire based on the Knowledge of Infant Development Inventory (KIDI) and Knowledge of Infant Development Inventory-Preschool (KIDI-P). Next, participants opted to participate in an online focus group. Data analysis was conducted using the computer-based data analysis software, NVIVO. Two major themes emerged during data analysis: feelings about parenting and parenting practices. Under these two themes, five subthemes emerged: parenting confidence, parenting difficulties, anticipation of needs, it takes a community, and sources of information. The current study provided information about the patterns of parent knowledge of child development and developmentally appropriate early learning activities in a population of interest, which resulted in recommendations for future practice for educational professionals, medical professionals, and community leaders. I also provided recommendations for future research, including recruiting from a larger participant pool, offering study activities in languages other than English, and expanding participation opportunities. [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.]