The purpose of this study was to investigate the effect of parent-child dyads’ participation in a home-based music education program on parent-child interactions. All participating dyads included children with disabilities or developmental delays between one and three years of age. Secondary purposes of the study were to examine parents’ use of education materials within daily routines, and parents’ perceptions regarding the benefits of program participation. A pretest-posttest within-subject single group design was used for this study. Among the four types of music activities (singing, playing instruments, moving to music, and listening to music), the home-based music education program had the greatest impact on parents’ use of instrument-playing activities. Parent-participants identified playing musical games as the most beneficial music activity for their children and the family. Parents reported the most beneficial responsive teaching strategy was matching─adjusting their responses according to their child’s developmental level, interests, and behavior styles.