This study explored if and how the beliefs of emergent literacy teachers influenced their facilitation of parental reading at home. Due to the extent and findings of current research on the importance of parental reading in children's emergent literacy, one might expect that emergent literacy teachers would be cognizant of this knowledge and want to promote parental reading and proper interaction. Twenty emergent literacy teachers were surveyed concerning their promotion of parental reading, and based on this data, one teacher was selected for a follow-up case study. Results of the survey showed that all 20 teachers believed that parental reading at home was important to their emergent literacy programs; however, teachers' access to their school libraries was poor, and 8 out of the 20 teachers had no method at all for encouraging parental reading to children. The teacher selected for the case study had a very active program to encourage parental reading, including sending books home with children each night and recording what was read to them and by whom. She also contributed to parent education about reading aloud by providing literature to parents on the importance of reading to their children. (Contains 14 references.) (EV)