Accompanying of Expectant Parents. The pedagogic acommpanying of expectant parents is not at all a matter of course. The broad opinion still is, that parenthood must not be learned, but (similar to motherly feelings) appears by the birth of a child. This myth has contributed to the distortion of the idea of parenthood. In this paper the requirement of accompanying the transition to parenthood is illustrated by the short synopsis of relevant sociological changes, and by the view on developmental- and socialpsychological processes during this period of transition. The path into parenthood is a highly complex process, which can easily be disturbed. Such disturbances directly take effect on the relationship between mother, father and the unborn child, prejudice the parental capacity in empathy and rearing, and so can affect the psychic development of the unborn grievously. Therefore concepts must be created in order to offer expectant parents developmental supports. This paper introduces parent education as a suitable pedagogic method. The offer of parent-educational accompanying specifically for expectant parents is an aiming step in preventing possible pre-, peri- and postnatal defects, and in this matter includes long-range consequences for parents and children.