As a first step toward understanding the joint effects of teacher and parent teaching styles, this study assessed the consistency within and between the children's home and school learning environments. Twenty-four teachers from Los Angeles (California) area and from 33 diversified prekindergarten and kindergarten classrooms completed questionnaires rating a variety of classrooms and home teaching practices. Eighty-three parents who indicated they had chosen their child's school also completed questionnaires, indicating their endorsement of a variety of teaching practices, the frequency with which they engaged in various in-home teaching activities, and their goals for their child's education. The study found that both parents and teachers have coherent systems of beliefs about early childhood education corresponding to child-centered and adult-directed approaches. For parents these approaches are not correlated representing distinct sets of beliefs, but for teachers these approaches are highly correlated appearing to be opposing ends of a single continuum. Parents' beliefs were systematically correlated with: (1) their own behaviors; (2) the classroom instruction their child received; and (3) the beliefs of their child's teacher. (EAJ)