This report describes an early intervention program to elicit emergent literacy skills in Potentially English Proficient kindergarten students. The school is located in a suburb of a large city near a naval base. The problem, lack of literacy readiness skills, was documented with a battery of tests given prior to entrance in kindergarten and the results of teacher and parent surveys. Analysis of probable cause indicated that there was a lack of literacy readiness skills in the Limited English Proficient population needed in order to start the formal academic kindergarten instruction. This was due to developmental factors, dysfunctional families, frequent exposure to fast paced stimuli (television), and limited exposure to pre-educational opportunities. Another factor is due to some parents not aware that literacy was a form of discourse that is developed from birth and is translated into the academic environment when the child starts school. A review of the solution of strategies suggested by other researchers, combined with an analysis of the test results, resulted in the development of age appropriate activities to foster an environment conducive to the development of literacy skills. The program included lessons involving emergent literacy activities and the use of the multiple intelligences. Post intervention data revealed an increase in emergent literacy behaviors due to a literacy environment that was conducive to the students' needs. This included mnemonics, field trips, exposure to many forms of printed materials, developmental play, and centers related to pre-literacy and literacy skills. (Contains 37 references and 10 tables of data. Appendixes contain pretest and posttest data.) (Author/RS)