Research is reviewed that supports the position that a strong family-school partnership is an integral part of any early childhood program that is based upon best practice research. Although strong evidence supports quality partnerships between teachers and their students' families, many teachers enter the profession with inadequate dispositions, skills, and knowledge needed to promote the partnerships that support students in the achievement of their educational potential. The position is taken that it is the professional responsibility of all teachers to promote and nurture quality reciprocal relationships with the families of their students. Guidelines are presented to help teacher educators develop curricula designed to ensure that pre-service candidates get experiences to develop the knowledge, skills, and dispositions necessary to foster effective partnerships with families. Special attention is given to working with families from diverse social and cultural backgrounds.