The practicum reported here was designed to provide prekindergarten students from low socioeconomic families with successful early literacy experiences at home and in school. Emergent literacy training for school staff members and six structured parent/child workshops were designed to support the developing literacy of four-year-olds. Books and activities were circulated regularly. Computers and software were identified to support child centered literacy development at school. Seven solution strategies to support the training of teachers and parents were developed so that young learners would be immersed in a literate environment both at home and in preschool. Analysis of the data revealed that prekindergarten teachers increased their knowledge of emergent literacy development after three staff development sessions. A team approach was successful in planning for and delivering parent training. Parents increased their use of literacy materials at home and also increased their knowledge of and willingness to participate in their child's literacy development by attending structured training sessions and reading aloud regularly to their children. (Four tables of data are included; survey instruments, sample parents' evaluations, a list of software ordered, the emergent literacy training agenda, a participant reaction summary, and a student generated computer sample are attached. Contains 44 references.) (Author/RS)