The aim of this study is to reveal how the theme of “family/parental involvement” has been conceptualized, represented, and transformed over time in Türkiye’s preschool education programs implemented between 1953 and 2024. Conducted within the qualitative research approach, this study employs the document analysis method. The data sources consist of the preschool education curricula published by the Ministry of National Education in 1953, 1989, 1994, 2002, 2006, 2013, 2024, and the Türkiye Century Education Model (TYEM). The findings indicate that family involvement was addressed indirectly in the 1953 and 1989 programs, while since 1994 it has been handled more explicitly, systematically, and comprehensively. With the 2002 curriculum, school–family collaboration became a structured part of the planning process; the 2006 program addressed family participation across seven dimensions, granting the concept a holistic framework. In the 2013 program, the “OBADER” guide was integrated to support family education and participation, and the 2024 curriculum introduced the “Family Education Guide,” emphasizing community engagement. The TYEM program further expanded the notion of parental involvement by incorporating families into management and decision-making processes, reflecting a more participatory and collaborative perspective. Overall, the study concludes that the concept of parental involvement in Türkiye’s preschool education has evolved from an indirect and supportive role into an active, holistic, and stakeholder-based collaboration model throughout its historical development.