Mother-child storytelling is a universal activity that predicts literacy development and can play a promising role in developing strong parent-school connections among first-generation Latino families. By examining the discourse patterns of 34, 5-7 year old dyads on a fictional storytelling task, our results revealed that maternal elaborative and repetitive utterances positively predicted narrative quality, while the proportion of maternal contributions negatively predicted quality, after controlling for child's age and gender. All other maternal discourse features, including language used by the mother, were non-significant. Findings are discussed within the context of improving literacy related, home engagement practices and school-home communications.