The main purpose of this research study is to determine the readability levels of Internet-based informative texts on “family involvement”. Content analysis of the documents was carried out in the study, which is in qualitative design. Initially, a search was made on the Google search engine using the keywords “family involment.” Next, the readability levels of the first 100 web pages accessed were assessed within the scope of the study. It was decided to include 42 web pages in assessment as a result of reviewing the first 100 web pages accessed applying the inclusion and exclusion criteria defined by the researchers. Later, the readability values of the texts were calculated manually through Office programs using both the Ateşman and Çetinkaya-Uzun formulas. The average readability levels of the 42 web pages examined within the scope of this study were found to be “difficult” according to the Ateşman formula. On the other hand, the readability levels were found to be at “frustration level” and appropriate for grade levels 10, 11 and 12 according to the Çetinkaya-Uzun formula. As a result, it was determined that the readability levels of the informative texts on 42 web pages about family involvement were "difficult" and at “frustration level" according to the formulas used in the analysis. The web pages in assessment were observed to belong to private kindergartens, publishing houses, academic journals, and private educational institutions. The titles mainly included in the content of the web pages were related to the definition, significance, impacts, benefits and examples of family involvement. Although studies on family involvement in the literature are mostly associated with the preschool education processes of individuals, it was seen that this concept is also associated with the education processes of individuals with special needs and dependent individuals on the web pages.