This mixed-methods study aims to determine if the use of video communication can positively impact the self-efficacy reported by caregivers. Three inquiry questions guided the study. First, how can the use of informative, targeted videos influence the self-efficacy reported by a caregiver? Next, how well do caregivers understand what is expected of their kindergarten child at the beginning and end of the year; can a new form of supplemental communication result in a change of knowledge for caregivers? Lastly, how must schools shift their engagement efforts to meet the needs of families? All kindergarten caregivers at an elementary school located in Southeast, Washington, D.C were given the opportunity to participate in a survey and receive a six-part video series. Those who self-selected were also able to participate in pre- and post-interviews, which were analyzed using thematic coding. The results indicate that the video series had some positive effect on the efficacy reported by caregivers. The sample size was small but, on both the post-survey and during the post-interviews, all caregivers reported that they could support their child's learning at home and that they could create learning experiences at home. This was a change from the pre-surveys and pre-interviews. Future researchers should consider starting earlier in the school year and finding ways to increase the sample size. Additionally, researchers should be mindful not to limit their study to solely quantitative methods. Rich and meaningful data was found through the qualitative portion of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]