This paper examines opportunities and constraints related to the implementation of activities intended to realize the national education goal that "every parent in America will be a child's first teacher and devote time each day helping his or her preschool child learn; parents will have access to the training and support they need." The first section of the paper reviews available information on the extent to which parents spend instructional time with their young children, the types of parental behaviors and attitudes that influence children's academic achievement, and factors that influence parental contributions to children's learning. The second section summarizes what is known about parents' use of various sources of child rearing information; the scope, availability, and effects of parent education and support initiatives; and opportunities for different institutional delivery systems. The third section notes several issues regarding sociocultural diversity that warrant consideration by those making efforts to enhance parental roles in the education of young children. The final section provides a summary and discusses implications for policy and practice. (63 references) (RH)