This research aimed to develop a quality assurance model for family education. The data providers for this research were a group of 240 family education managers, ten educational promoters, and 15 educational experts by specific selection. The research instruments were questionnaires, interview forms, model assessment forms, group conversation recording forms, and user guides. The statistics used to analyze data were mean, standard deviation and percentage. The finding revealed that the quality assurance model for family education was at a moderate level, the self-assessment report was at the highest mean, and the follow-up results for teaching and learning management development were at the lowest. Problems of the quality assurance model for family education included defining activities to improve learners' quality, recording and summarizing assessment results, and lacking development links between family education managers and the educational service area office. The quality assurance model for family education created a four-step model using a research and development process applied to plan–do–check–act management principles (PDCA). The quality assurance model result found that the quality assurance model for family education was at a high level (x̅ = 4.16, S.D. = 0.37, and had an overall probability at a high level (x ̅= 3.84, S.D. = 0.38). The results of using the model in the real context found that after using the model, there were 85.45 increased improvement scores. In conclusion, the quality assurance model for family education could be applied and focused on a comprehensive, holistic assessment in line with assessment preparation. It was linked to innovative educational quality assurance and external quality assessments that cover system-wide components.