Based on direct observations of the family, this paper analyzes the teaching strategies used by a Puerto Rican kindergartner's older siblings and extended family members to teach school-related knowledge and skills. As the family's instruction was conducted in Spanish only, these teaching strategies are analyzed in relation to those used by the boy's bilingual kindergarten teacher. One goal of this analysis is to provide early childhood teachers with insight into the teaching and learning that occur in children's homes and into the ways these processes are different from and the same as those that occur in their classrooms. The analysis is based on the assumption that knowledge of young children's home learning experiences is crucial for the construction of productive school learning experiences and for the identification of resources within the home to support school learning. The strategies analyzed include: (1) assessing/evaluating; (2) prompting; (3) informing; (4) teasing; (5) confirming; (6) scaffolding; (7) illustrating; and (8) requesting clarification. A chart of the teaching strategies used by siblings during teaching/learning interaction is included. Contains 33 references. (JPB)