This article examines the literacy events of two Puerto Rican kindergartners and their interactions with siblings and cousins of similar age. This work is part of a broader study that analyzes and describes literacy events in bilingual classrooms, homes, and churches of Spanish-dominant Puerto Rican beginning readers. Using a qualitative approach, the study examined the children's interactions with print and with other people (teachers, pastors, parents, peers, siblings, extended family members). These events are analyzed for similarities and differences in the three settings. The main questions guiding this research are the following: Who are the teachers in the children's homes, churches, and classrooms? What do they believe about literacy and their role in the process? What literacy events do children participate in and what are the literacy practices of these events? What strategies for teaching and learning are co-constructed by the children and their teachers? In this study the strategies used by the children are compared with those of the teacher in the children's bilingual kindergarten. (KFT)