Background: Parental discipline strategies during the preschool years are important in shaping children’s long-term behavioral and socio-emotional development. Objectives: This study examined parents’ perceptions and practices regarding discipline among preschool children in the Central Province of Sri Lanka, focusing on the influence of demographic and geographic factors. Methods: A cross-sectional quantitative study was conducted among 423 parents of preschool-aged children using a structured questionnaire assessing six core discipline practices and parental attitudes. Descriptive statistics were used to summarize parental discipline practices. Chi-square tests and Spearman correlation analyses were used to determine significant associations between parental education, employment status, living environment, administrative district, and reported discipline practices. Results: Talking or explaining behavior was the most common discipline strategy (92.9%). Reward-based methods (22.7%), time-out (17 .3%), and removal of privileges (21.0%) were less frequently used. Verbal aggression was reported by 47 .5% of parents. Physical punishment was reported frequently by 8.1%, with a higher proportion reporting occasional use. Distinct parenting styles were uncommon, with most parents demonstrating mixed approaches. Higher maternal education and occupational status were associated with greater use of positive discipline, although this was not statistically significant (p=0.77). Verbal aggression varied significantly across districts, with higher levels in Kandy (p=0.013), whereas physical punishment did not differ significantly (p=0.74). Conclusion: Parental discipline practices combined positive and harsh strategies, withfrequent verbal aggression and limited use of structured approaches. District level variation highlights the need for targeted interventions promoting positive discipline.