Although discussions around family support in early intervention and early childhood special education have often been framed to include all caregivers, recent research suggests that, in practice, professionals most often interact with children's mothers, and that fathers have been left feeling like the "odd man out" (Mueller & Buckley, 2014). Fathers may feel undervalued on educational teams for a variety of reasons that may include assumptions by professionals that mothers play dominant roles in caregiving and child development, leaving fathers out of key communication efforts and decision-making processes (Hart, 2011; Mueller & Buckley, 2014). Targeted professional strategies can address this gap in family supports and may be especially important during the early childhood period for fathers of children with complex disabilities. This article examine how addressing the well-being of fathers is a critical component to supporting their capacity to engage in frequent and meaningful interactions with their young children with complex disabilities.