A study investigated the impact of a school-based family literacy program located in an urban, working-class Ontario, Canada neighborhood on parents enrolled with their toddlers. Subjects, 15 white female parents between the ages of 17.6 and 33 years who had not completed secondary education, were interviewed, wrote journals, and participated in parent-child literacy and social interaction activities. Results indicated that (1) participation in the family literacy program positively affected the ways in which most of the enrolled parents engaged in shared reading activities at home; and (2) half of the parents continued to be enrolled with plans to complete secondary school. Findings suggest that while the program involved parents in reflection about their parenting styles and that parents appeared to adopt a wider range of parenting styles, there is no evidence that parents continued to use the strategies at home after the program ended. Five tables are included. (Contains 19 references.) (RS)