This study describes and analyzes the emerging literacy of kindergartners in one bilingual classroom, and focuses on three Spanish-dominant Puerto Rican children in that class. Using a qualitative approach, the study investigated emergent literacy in the classroom, home, and church contexts. The unit of analysis was the literacy event, any occasion in which a piece of writing is integral to the nature of participants' interaction with print and with other people who play the role of teacher. Networks of support available to the individuals and families were identified and described, and the nature of the teachers' roles and interactions were analyzed. It was found that in the classroom, the children participated in literacy events in both English and Spanish that combined phonics and meaning-making. It was in the classroom that the children had the most significant experience of reading for pleasure. At home, literacy was a necessary, highly valued, and highly significant skill used for instrumental, communicative, and religious purposes but not for pleasure. Parents tended to teach the children in didactic exchanges focusing on homework or religious texts. In religious settings as in homes, literacy was used for decoding, understanding, inherent meaning, memorizing, and reciting jointly. (Contains 24 references) (MSE)