A family literacy demonstration project was conducted to offer family literacy classes in three public schools in Philadelphia. Instruction was offered for 2.5 hours per day 4 days per week for parents of kindergartners and first graders from January to June and for parents and children together in July. The project was designed to help adults meet their own needs and to enable them to support their children's learning. The instructional program for the adults mirrored the kindergarten and first-grade curriculum of the school district. During the parents-and-children-together phase of the program, activities were provided that parents could continue at home, and parents also received information about children's learning. The whole-language, learner-centered approach was used. Evaluation of the program, both by staff members, and by an outside evaluator, showed some problems. For example, it was difficult to develop a shared vision of what family literacy should be. In addition, relationships between the literacy project staff and the schools was strained in two of the three schools, and the teachers had to struggle to serve a diverse group of parents at three schools. However, even though all program goals were not met, parents and children did learn, and both groups were served.. Recommendations were made to involve all stakeholders earlier in the planning process, to build a sense of shared ownership among participants, and to provide ongoing support for staff. (Project documents included in the report include the following: student writings; final evaluation report; letter from School District of Philadelphia, Office of Assessment; request for proposals; outreach materials; and a workshop plan.) (KC)