There is an abundance of research on family STEM learning in community spaces such as museums and zoos which identifies the ways in which families interact during visits and provides best practices for program developers (Tuttle et al., 2017; Wood & Wolf, 2010; Zimmerman & McClain, 2016). However, little is known about early childhood family STEM learning in public schools and the ways in which these programs influence parental beliefs about and behaviors towards STEM education. Using Bronfenbrenner's (1995) bioecological model this qualitative study explores parental perceptions about the micro and macrosystems, the relationships of the persons within and between these contexts, and the processes occurring. Data were collected through face to face interviews with nine parents who participated in a Family STEM program with at least one child between the ages of 3-5. The results identified two themes and six sub-themes. The two themes are microsystems and parent behaviors. Parents identified attributes of the microsystem which they believed enhanced their enjoyment and their children's STEM learning. These findings confirm the importance of the microsystem on proximal processes and outcomes. Additionally, parents shared how STEM programming influenced what they believed their role to be in their children's education, their participation in child-centered activities, and the specific ways in which they interacted with their children. These findings are significant because they highlight how early childhood family STEM programs can positively influence parents' behaviors in their children's STEM education.

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