Prior to the 1986 passage of PL 99-457, an extension of the special services coverage under the Education for All Handicapped Children Act, early intervention programs were primarily interventionist directed and child focused. The new legislation provided incentives for providing programs that were family-centered and family-driven. The goal of this qualitative research project was to define "family-friendly" early intervention characteristics from the perspective of early interventionists. The two stages of this study were: participant observation and individual interviews (n=6). Found that characteristics of a "family-friendly" interventionist could be developed in anyone, but required components are understanding of personal feelings, needs, influences, and relationships before trying to work with families of special children. This understanding is not necessarily a function of age, parental experience, location or socioeconomic status, but maturity, experience, and intervention in natural environments seem to assist. "Family-friendly" early intervention may be characterized by actions that demonstrate a sensitivity and flexibility to regional, socioeconomic, cultural, and gender issues of each family; along with a recognition that the early interventionist's roles range from leader to bystander. Four appendices accounting for one-quarter of the document present the interview questions and analysis of results. (JBJ)