Intervention is imperative when students enter kindergarten with deficits in early literacy skills due to multiple factors, including the complexities of a community's needs and resources. In the Seaford School District (SSD), entering kindergarten students lacked needed early literacy skills, as evidenced by low scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) from 2017 through 2019. A small study of one preschool classroom in the SSD attempted to disrupt the inequities often created by rural factors, low socio-economic status, and language considerations. The project, centered on diversity, inclusion, and belonging, was designed to increase early literacy skills by implementing culturally relevant pedagogy. Culturally relevant pedagogy is committed to collective empowerment and inclusive research-based practices for students and their families closest to the opportunity gaps (Ladson-Billings, 1995). Interventions validated by relevant research utilized in the project included parent-teacher home visits, literacy coaching in families' home languages, diversified lending libraries, and the opportunity of high-quality pre-kindergarten to advance equity in family engagement and student learning. According to NAEYC (2019), teachers create reciprocal relationships when they listen to families' goals and concerns for their children, show respect for every family's culture and home language, and encourage families to participate as partners in their child's educational program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]