The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in which partners collaborated to co-develop the first iteration of the program. Using qualitative analysis, we examined how parent voice and teacher voice, conceptualized as perspectives and participation, influenced theories of culturally responsive computing and computational thinking in early childhood education and the translation of theory into practice in classroom and home settings. Findings showed that connecting powerful ideas from computational thinking, namely algorithms and problem solving (e.g., debugging), to familiar activities and experiences served as a powerful entry point. Yet, differences arose in how teachers and parents conceptualized culturally relevant computing and made connections to familiar routines. We discuss what can be learned from parent voice in regards to bolstering children's self-expression, access to increasingly complex computational thinking tasks, and opportunities for learning cultural and community values through computing. (author abstract)