This study aimed to identify the impact of family involvement on kindergarten learners’ academic and social development. This study was conducted in different public elementary schools in the Division of Pampanga during the School Year 2024-2025. There were two groups of respondents in the study consisting of the kindergarten teachers and the kindergarten parents. The researcher involved the learners handled by the teacher-respondents in the study through observed data needed in the study. The researcher used the descriptive research design and developed a researcher-made questionnaire which served as the main research instrument of the study to gather the quantitative data through survey method. The parent-respondents are 21-30 years old with higher female parents than male parent-respondents, and high school graduates. The indicators on the hindrances of family involvement in kindergarten education in terms of home learning environment at home support in learning activities, parent-teacher communication, and involvement in school activities are all interpreted as “Strongly Agree”. Moreover, the indicators on the on the impact of family involvement on kindergarten learners’ academic development in terms of literacy skills, numeracy skills, learning disabilities, and school readiness are all interpreted as “Strongly Agree” based on the assessment of teachers and parents of kindergarten learners. Whereas the indicators on the impact of family involvement on kindergarten learners’ social development in terms of social-emotional aspect, peer interaction, and social communication are all interpreted as “Strongly Agree” based on the assessment of teachers and parents of kindergarten learners. Moreover, there are significant differences in the hindrances of family involvement in kindergarten education when grouped according to parent-respondents’ profile when grouped according to their age, sex, and highest educational attainment with computed p-values of 0.000 in all aspects.