The present study investigated early literacy development in minority middle-class families. The subjects were parents and preschool children ages 3-5 that attended a private early childhood center in Irvington, New Jersey. Each family was given one home visit and a library visit. The literacy practices of the families were observed and recorded during each visit. The homes had many literacy practices and materials to support the practices. Parents taught their children alphabet knowledge and as a result the children recognized, wrote and stated the sound of many letters. The patterns of interaction, when the parent read to the child and when the child read to the parent, were high. The families made optimal use of the library and the children exhibited high levels of excitement while utilizing the services. Appendix A contains Early Literacy Parent Survey. [Masters Thesis, Kean University.]