Research has revealed disproportional rates of preschool suspension and expulsion for children with disabilities and children who are racially/ethnically diverse. There is less known about the impact of preschool suspension and expulsion on the family unit. This qualitative study used focus group methodology and individual family interviews to explore the perspectives of families with a child who was suspended and/or expelled from a preschool setting. The ecological systems framework was used to analyze findings regarding how families viewed their child’s suspension and expulsion from school. Implications suggest the need for vast school reform that include teacher training on alternative discipline measures, a systematic focus on family-professional partnerships, and equitable policies that support the belonginess of Black children in schools. (author abstract)