A 100% response was achieved (N = 106) on a questionnaire sent to educators in public school early childhood education classrooms in South Dakota. Analysis shows the background/certification of educators is significantly related to twenty of a possible thirty-one opportunities available for parental involvement. There is a relationship between the educational background/certification of the educator and curriculum utilization. The opportunities for children with special needs to interact with children, who are typically developing, show a significant relationship to the educational background/certification of the educator. Opportunities for parental involvement increases the likelihood that there will be opportunities for children with special needs to interact with typical children. There is a significant relationship between the utilization of a curriculum and opportunities available for interaction with typical children. Programs with specified curriculum are more likely to have opportunities for parental involvement. Five contextual factors are significantly related to opportunities for parental involvement. Towns with greater than 50,000 are more likely to use curriculums. There is not a significant relationship between any of the contextual factors and opportunities available for children with special needs to interact with typically developing children.