Objective: This study evaluated an adapted version of a group-based manualized parent education curriculum applied to meet the parenting needs of high-risk African American families rearing children with developmental delays. Methodology: Three successive cohorts were assessed for statistical equivalence and evaluated using a one group pre- and postdesign followed by a booster session. Dependent variables used self-reports of caregivers' empowerment, emotional outlook, parent-child interaction, and community involvement. The analyses included paired t tests and repeated measures. Results: All outcomes evidenced statistically significant and practically meaningful positive trends subject to design limitations. Conclusions: The adaptations met the program needs of targeted participants. Future recommendations are discussed. (Contains 11 tables and 1 figure.)