This study examined the relationship between parents' perspectives of early childhood special education (ECSE) and their engagement in everyday learning activities with kindergarten performance of children with disabilities in one Midwestern state. Findings show that although parents' perspective of ECSE and their engagement in everyday learning activities significantly predicted children's academic and social-behavioral skills, the strength of the relationships were limited. Engagement in everyday learning activities accounted for 4% of the variance in academic and social-behavioral skills. Parents' perspectives of ECSE also accounted for 4% of the variance in academic skills. Parents' perspective of ECSE was more strongly associated with children's social-behavioral skills and accounted for 9% of the variance in social-behavioral scores. Implications for policy and practice are discussed. (author abstract)