<p>This paper examines the competency requirements faced by professionals working in family media education. Based on these requirements, initial theses regarding media pedagogical professionalism within this field are developed. Family media education is defined as an activity-oriented approach in media pedagogy that treats families as holistic units rather than focusing solely on either adults or children. The goal of family media education is to support families in their media education and media literacy. In doing so, family media education is closely related to family and adult education while maintaining the explicit goals of media education and media competency acquisition. Although many studies discuss media pedagogical professionalism for fields such as adult education, this is not the case for family media education. The article addresses this research gap through an expert survey (<i>N</i> = 5). The results demonstrate that media pedagogues working in family media education must meet both media pedagogical requirements and family education requirements due to their heterogeneous target group (e.g., parents and children). To face these challenges, they need a&#xa0;broad range of competencies in both media pedagogy and family/adult education. Media pedagogical professionalism can tentatively be described as a&#xa0;situational competence, characterized by the meaningful integration of these competencies. This article provides an initial empirical approach to family media education, serving as a&#xa0;starting point for exploring the field and offering points of reference for further research.</p>