Early childhood teachers (ECTs) play a critical role in shaping the literacy development of young children. The survey described herein broadly sampled ECTs across the United States (N= 612) to learn about their literacy instructional practices, which allows us to connect school context with student opportunities. Researchers have suggested that opportunities to listen to and explore books results in greater literacy development (Hiebert, 2017; Gambrell, 2011). Our data offers an exploratory look at how books and other texts are currently used in early childhood settings to support student learning. Results show significant differences in the prevalence of digital texts depending on school characteristics. Implications for future study to address educational parity and equity will be discussed.