This paper discusses the influence of home and school environments on learning in children. Studies are cited which support the hypothesis that the home environment is the major predictor of school achievement. These studies deal with "status" variables such as father's occupation and education, mother's education, and social and economic status of the family. "Status" variables are contrasted with "process" variables, which indicate what parents do to encourage or support (directly or indirectly) the educational achievements and related attitudes of their children. Process variables in both home and school are of interest because they provide clues to structuring optimal learning environments. Research indicates a correlation between certain (process variables) in the home environment and school achievement. These process variables can be seen as facets of three main conceptual dimensions of the home environment: (1) the verbal dimension, (2) activities congruent with the expectations and demands of school, and (3) the general cultural level of the home. Variables found in research to be important to the school environment are teacher competence, classroom teaching procedures, and the ability to elicit student motivation. It is suggested that in addition to considering process variables and what it is these process variables change, researchers should also look at the climate surrounding parent-child and teacher-student interactions. (SB)