This paper reviews the meaning of two concepts: parent involvement and professionalization of early childhood educators. The relationship between the concepts is also considered. Parent involvement is described and defined in many ways, and there is little empirical evidence on which to base decisions concerning what kind and what degree of parent involvement early childhood programs should try to implement. Efforts to conceptualize and work towards increased professionalism in early childhood education have provided direction for the field, but it seems timely to examine what constitutes the goals and outcomes of the struggle for professionalism. If a traditional model of professions is used, parent involvement seems to incline toward parent education. If the goal is to encourage maximum parent influence and control, or to strive for continuity of care by becoming partners with parents, then an alternate model of professionalization may need to be considered. If the goal of parent involvement is empowerment, those in the field should examine the issue of who has the power to give. The ecological model of professionalization, in which the interplay of forces inside and outside the occupational group determines professional status, is a good place to begin a discussion of staff, parents, and empowerment. (SH)