Using the findings of two studies of the home environments of children who are successful at reading at young ages, this paper suggests ways in which early childhood classrooms can create environments that promote literacy growth and provide children with an appropriate background and interest for later successful experiences in learning to read and write. The paper suggests that: (1) teachers need to make the classroom a place where children can feel safe and are encouraged to experiment and take risks with language without fear of failure; (2) reading aloud regularly and often to children should be the centerpiece of any early childhood literacy program; (3) early childhood teachers may wish to focus on words with their students; (4) children should see their teachers and other adults use literacy; (5) early childhood classrooms should be well-equipped with reading and writing materials; and (6) teachers must expect that their children will do well in school and communicate that expectation often to children and parents. The paper concludes that early childhood literacy educators would do well to give serious consideration to the practices, environments, and attitudes of parents who give their children a good start on the road to reading and writing. (RS)