This study examined the ways families support home-based learning during children's early years. Families from higher and lower income backgrounds volunteered for a photography-based study. Following a photo elicitation approach, families used a digital camera to document home-based activities aimed at supporting children's early learning then discussed the meaning behind the images with children's teachers. Data were thematically analyzed, and findings suggested that early learning involved a variety of school-like and naturally occurring activities. Contrary to much research, many similarities were discovered between the higher and lower income families, although some differences also emerged. Implications for practitioners and scholars are discussed.