Estimates show that one in six children aged three through 17 in the United States have one or more developmental disabilities. Many early childhood education programs aim to improve early identification of children with developmental disabilities and increase family engagement, specifically Head Start and Early Head Start programs. The present study employed a convergent, parallel mixed-method research design to evaluate the integration of the Centers for Disease Control and Prevention “Learn the Signs. Act Early.” materials into Early Head Start settings and examine how the use of the materials in the classroom setting influenced the relationship and engagement between caregivers and staff. (author abstract)