Families raising young children diagnosed with multiple disabilities encounter experiences that are often unique and extend well beyond the early childhood years due to the intensity and severity of their child's needs. The contexts of these families must be understood to provide meaningful services and supports, particularly during the child's transition from early intervention to preschool services. In this transcendental phenomenological inquiry, 10 parents of young children with multiple disabilities who transitioned from early intervention into preschool services participated in a brief survey and a semistructured interview. Findings highlight two thematic categories experienced by participants: (a) the transition from early intervention to preschool services, and (b) the importance of social contexts. Implications emphasizing effective partnerships with families, teacher preparation program enrichment, and development of accessible community supports are discussed.