The purposes of this study were: (1) to determine if unique or shared viewpoints existed between teachers and parents concerning developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP); (2) to investigate differences between participants' subjective beliefs about DAP and DIP; and (3) to explore relationships between the viewpoints and families' and teachers' demographic information. Fifteen teachers and fifteen parents of children from three Head Start settings participated in the study. Q-methodology was used to structure the data collection, analysis, and interpretation of the data. Two contrasting beliefs about DAP and DIP emerged from the analysis. Results indicate a shared belief that early childhood practices should be naturally motivating and problem-solving activities, where the program explores a multitude of diversity issues, with open communication among all the stakeholders. A secondary belief system existed that reflected the continuum from teacher-directed to child-initiated activities. (Contains 1 figure, 3 tables, and 63 references.) (Author/SLD)