The "school readiness gap" has been attributed to differences in family life, home-school connections, and social inequalities. The current school-parent partnership model fails to acknowledge the ways in which parent roles in education, and the home-school relations in which they are embedded, reflect broader social inequalities that affect students. This study utilized a narratological case study approach to examine the school readiness beliefs of African American and Latina Head Start parents. The guiding research question was: "How do parents conceptualize school readiness and transition practices?" Two sub-questions asked: (1) What specific behaviors do parents use to promote their children's school readiness? and (2) What factors do parents believe help to promote their children's transition to kindergarten? Parents' beliefs of school readiness were examined utilizing a theoretical framework informed by Yosso's (2005) model of community cultural wealth, Ladson-Billings and Tate's (1995) critical race theory, and the concept of cultural capital. The participants in this study included three African American and three Latina mothers. This study extends current research on parent beliefs of school readiness by examining data sources which included in-depth interviews, readiness protocols, and surveys. The research findings suggest the community cultural wealth model offers a framework to acknowledge multiple means of capital parents access to support their children. The results recognize the diverse perspectives of kindergarten readiness held by parents suggesting schools work actively to gain insight into parental desires and interests, which may not be raised explicitly by parents themselves. [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.]