Mutual collaboration among parents and teacher of young child with developmental delay, a key element to improve the result of early childhood special education, has been increasingly recognized as important. Therefore, early childhood special education teachers are required to be equipped with expertise on family support services to solve hardships or conflicts for parents in educating child with developmental delay and take actions for effective collaborative relation. This study, a framework case study for it, has the purpose to identify the process of teachers to take action for parents education. To that end, in this study, 3 beginner teachers of early childhood special education were selected, and data for teachers to take action for difficulties that parents face in educating were collected and analyzed through roundtable discussion seminar with study subjects meeting one another in one place. As a result, the processes of beginner teachers of early childhood special education to take action for difficulty of parents education were found to be composed of totally 8 stages: 1) teacher\'s unconditional accepting of parents perspective and demands, 2) internal conflict and confusion of teacher, 3) teacher\'s hasty criticism for parents, 4) attempt for solution and compromise with parents on teacher-centered setting, 5) deterioration of teacher\'s willingness for conducting of class by the sustained conflict with parents, 6) continuance of only formal relationship between teacher and parents, 7) teacher\'s improvised solution to get back to previous stage, and 8) teacher\'s pursuit of expert help on the attempt for new conversion. The results of this study are anticipated to be utilized as basic data to compose teacher education program for beginner teachers of early childhood special education.