A case study approach was employed to investigate the expectations families in poverty had for their children's early childhood education program. Questions explored included the purpose of early childhood education, the needs of young children, the association of early childhood education to formal schooling, and families' aspirations for their children. Four women whose children or grandchildren were enrolled in an urban early childhood program and considered at risk because of poverty participated. Qualitative methods were used including analysis of interviews and families' photographs of representations of childhood, as well as the researcher's participant observations at the early childhood program. Results indicated that the women had mainstream aspirations for the children, including going to college. Analysis revealed that the women were insightful in regard to the development of children, to appropriate ways of learning for young children, and to the needs of young children. It was also apparent that the women understood the need for and desired a shared role between families and teachers in their children's development. The participants expect early childhood programs to not only prepare young children for school but to prepare them to successfully negotiate social interactions with both children and adults. The need for young children to be outside of the home was an unexpected theme of this research. The results also indicated that the women felt that childhood was a special time of life, free from anxiety, but a time to also form a secure base from which they could take risks in the world. The present study addresses myths that families in poverty do not understand the needs of young children, are not concerned with their futures, and have low expectations for their children. This study has implications for the preparation of teachers. Preservice teachers need opportunities for personal reflection regarding their assumptions about families. The development of initiatives that would allow low income families to reveal their expectations for their children's early childhood education is also implied. / Department of Elementary Education