The purpose of this study was to examine the way in which early childhood educators introduce reading and writing to 4- and 5-year-olds. A random sampling of the 903 public and private preschools registered with the Human Services Department in a midwestern state was conducted. Questionnaires were mailed to 687 randomly selected early childhood educators teaching 4- and 5-year-olds in preschool programs in the Midwest. A total of 296 teachers responded, for a return rate of 43 percent. Findings document that only a small percentage of preschool teachers in the Midwest have implemented activities, displays, or materials that create a literacy-oriented classroom. It is concluded that in order for early childhood education programs to become "print-rich," preschool teachers must be educated about preschoolers' knowledge of written language and the ways in which opportunities to construct and experiment with print enhance young children's literacy development. (RH)