This article is concerned with parental involvement and participation in preschool education in Hong Kong. Based on the experience gained from a parental education programme, it is argued that three issues are crucial in the development of parental education: (1) an ecological approach to recognise the nature of parental education; (2) parental involvement as an indicator of school performance; and (3) training teachers or relevant professionals to work with parents from diverse families. In response to the changing nature of families’ and children’s growth and development in Hong Kong, preschool parental education in the twenty-first century has a special mission and vision regarding parental involvement and participation. This article indicates that the empowerment issue of parents and teachers has evidently been addressed by a belief in the notion of ‘people participation for development and improvement’. Copyright © 2004 Symposium Journals Ltd.