Abstract: While low-income and minority parents want postsecondary opportunities for their children, their aspirations are less likely to be sustained due to a lack of knowledge of the school system. College preparation and outreach programs have failed to significantly impact college access for underrepresented students, and no college-awareness programs target families with children under the age of 4. The workshop under study focused on this demographic in a low-income, Latino community. Using mixed-methods, action research methodology, we designed, implemented, and evaluated a postsecondary-information workshop in a School Readiness Center. Our data collection included parent surveys, parent interviews, workshop evaluations, and parent and staff focus groups. Our design was shaped by literature examining parent involvement, college outreach, and early childhood programs. Parent participants showed growth in the clarity of aspirations for their children's education and knowledge about college, and they learned and applied specific strategies to advocate for their children. Parents' new feeling of empowerment---being able to understand and decode what goes on in school systems---positioned them as authorities and resources for themselves and others. The workshops were a 'work in progress,' and the curriculum was modified in response to the feedback from staff and parents. Because the parents' questions and areas of concern drove our workshop topics---unlike pre-prepared, standardized curricula---parents were engaged and took ownership of their learning. Additionally, we were surprised by the depth of relationships we made. These relationships helped parents open up to each other and take risks. Our connectedness was caused by and contributed to the workshop's unique, candid and honest dialogue.