This article is based on the author's experiences observing a Korean family that immigrated to the United States. This two-income, middle-class family (a mother and father, a grandmother, and a son) lived in the northern suburbs of Chicago, where a large Korean community is located. As in many of the neighboring homes, Korean is spoken frequently, and the family even watches the local Korean TV channel instead of American programs. Thus, the parents have not had many opportunities to use and improve their English literacy. This article summarizes several instructional approaches that the parents used to help their son become literate before he began 1st grade. Parents in the Korean culture typically believe that reading and writing are readiness skills, which children can and should possess before entering elementary school; therefore, parents believe they have a responsibility to help their preschool children become literate.