Studies of interaction between parents and their young mentally handicapped children generally lack ecological validity, ignore individual differences, and fail to consider the long-term implications of observed patterns. Such limitations may also be seen to apply to current strategies of early intervention. The paper reports a study of 21 young mentally handicapped children and their mothers and fathers, presenting data on daily patterns of child-care and observed teaching interactions. Predictions of differences between mothers and fathers, taken from literature on nonhandicapped and handicapped children, are confirmed. However, taking into consideration that fathers have less time available, parents do not differ as groups on the proportion which they spend in concentrated interaction with the child. Concentrated interaction time of mothers is related to a tendency to dominate observed teaching interactions; however, for fathers it is positively related to sensitivity in interaction. Possible implications of the results for intervention strategies are outlined.