This qualitative study aimed to explore teachers’ practices of parentalinvolvement at the Early Childhood Education (ECE) level in Gilgit city.The study focused on applying Epstein’s fourteen parental involvementstrategies in the schools of Gilgit city. Data were collected from sixteenteachers using a convenient sample of four schools having four ECElevels. The findings were compared first, within the same school teachers,then across the school teachers against each question. Results indicatedthat teachers use diverse strategies for parental involvement to help theirchildren read, listen, and write. Strategies are also diversified in terms ofclass level and schools. The majority of the teacher’s design projects,assign home projects, make models, and color, cut, and paste differentcollections. However, there is a lack of awareness about making sureparents are effectively involved in the ECD level.