Aim: The aim of the study is to define family involvement activities of preschool teachers in terms of taking course related to early intervention programs at the level of bachelor. Method: In this study, qualitative research method was used in order to examine teachers' opinions about the subject in depth. In the data collection process, semi-structured interview technique was used and the study group involved eight preschool teachers who took a course related to early intervention programs and eight preschool teachers who did not take this class. Criterion sampling was used to assign teachers who were interviewed. Semi-structured questions formed by the researchers were asked to the teachers and the data obtained were analyzed using descriptive analysis methods. Findings: Based on the analysis of the obtained data, three themes were defined. These were communication with families, family involvement activities, family needs and family education. The findings were directly supported by quotations with the themes to ensure the reliability of the study. Results: The findings of the study showed that teachers who took a course related to early intervention program used different family communication ways and methods, gave more detailed information to families about planning, practicing and assessment process of family involvement activities than the teachers who did not take a course. It was also seen that preschool teachers who took early intervention course had more family education activities than those who did not, and they paid more attention to the planning, implementation and evaluation processes of it.
Keywords: Early Intervention, Family Involvement, Family Education, Family Communication, Preschool Teachers