This qualitative study aimed to examine the early childhood teachers view on parental involvement. The goal of an effective parental involvement program is to strengthen the lines of communication between the school and home and to build relationships among the parents and teachers (Reilly, 2008). Active parental involvement in school leads to families involved in increasing student achievement (Dessoff, 2019). This study involved twelve (12) selected teachers who possess firsthand knowledge of parental involvement challenges, and their experience before, during, and after the pandemic which will provide valuable insights into perceived barriers and potential solutions for improving collaboration. I will use phenomenological research to understand what it is like to experience a specific situation or life event. By describing the stories and perceptions of individuals who have lived through a particular experience, my research will aim to capture the essence of their experiences. This study explored the lived experiences of early childhood teachers regarding parental collaboration, focusing on three key themes: overcoming communication barriers, creating a shared vision for the child, and building trust through respect. The research highlighted the challenges teachers face in establishing effective communication with parents, particularly in overcoming cultural and language differences. It also emphasized the importance of aligning goals and expectations for children's development, fostering a shared vision between educators and parents. Furthermore, the study revealed how mutual respect and trust play a crucial role in building strong, cooperative relationships between teachers and parents, ultimately benefiting the child's growth and learning.