Families need to be heard in this critical time and need spaces to be partners in the entry/re-entry process. We know that when parents send their child to Pre-K, in particular, this is a much more emotional decision than when they send their child to school to begin any other grade level. The transition to Pre-K is representative of a broader transition that young children undertake at this age from the more dependent toddlerhood years to a period of greater independence. This growth and change is scary for many parents, and we must recognize that this is especially the case now after many young children have spent so much time at home over the past year. Additionally, some parents struggle to make this transition because they feel it challenges their identities as their child’s first teacher. In light of this, we must validate these aspects of parents’ identities and acknowledge the emotional complexities of Pre-K enrollment in order to best serve families. To do so we must engage families and build trust throughout the process and offer the information necessary for parents to make logical decisions that will support their children’s healthy and prosocial development.