The purpose of this study was to validate the Adlerian Parenting Educational Model (APEM) as a means of improving parent-child relationships in urban, Mexican families as measured by the movement toward the development of willingness to contribute and cooperate by family members. Research problems and their corresponding hypotheses were formulated to facilitate the validation of the model. The subjects were 42 mothers whose children attended a preschool program in the geographical area of Caborca, Sonora, Mexico. Each subject was actively committed and willing to participate in the APEM. The study utilized a pretest-posttest control group design to obtain an indication of mothers' development of positive changes in their child's behavior and effectiveness in allowing their children to make more positive changes in their behavior as measured by the Social Interest Index, the Adlerian Parental Assessment of Child Behavior Scale, and the Behavior Concepts Inventory: Educational Model. All subjects were administered each instrument prior to the first session to determine their degree of social interest, understanding of Adlerian principles, and potential behavioral areas for mother and children to work with. The two methods of analysis employed, a test of differences between means and a test of homogeneity of variance, revealed that mothers in the treatment group of this program experienced more positive interpersonal relationships among family members, a more positive attitude toward themselves, positive changes in their perceptions of their child's behavior, a more thorough understanding of Adlerian principles, and related more positively to their children than mothers in a control group. The study presented a number of implications for further research and indicate that the APEM may be applied to different groups.