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Fathers- involvement in children education could give a positive feedback for both father and children. Participation of fathers in various children activities rise fathers- awareness about their valued towards their children (Anderson, Aller, Piercy, & Roggman, 2014). Fathers- participation could help children to have better literacy development and cognitive development (Bauman & Wasserman, 2010; Mathwasa & Okeke, 2016a). Fathers- involvement is linked to children socio-emotional and better academic functioning at school (Mathwasa & Okeke, 2016b). Various studies have found that there are various variables which could impact the father presence in their participation of children education activities, including: culture, income, working hours, and socioeconomic backgrounds (Bauman & Wasserman, 2010; Fathonah & Abidin, 2016; Ihmeideh, 2014). Female domination in children education setting limiting father to getting engage in their children-s education (Ihmeideh, 2014; Palm & Fagan, 2008). It is worth to consider for the future study to investigate how to engage fathers- participation in their children education in school-based and home-based activities. For instance, what kind of strategies that should be initiated by institution or educators at school which will be suited for father in Indonesia to getting fathers to become more involved in child development and learning process. In conclusion, studies found that father with young children have a positive attitude towards their children-s education. The domination of female presence in children education setting are limiting fathers to participate in child education. In addition, socio-culture, tradition, time limitation due to working hours, father-s income, and education background of father affect fathers- involvement in child education.