Print in the environment is typically posted in early childhood classrooms. However, the print that exists is often not meaningful to children, and teachers rarely engage children in using the print. This is a missed opportunity to support children's writing. This article presents research-based ideas for how to create and engage children with meaningful print in the environment. Ways for creating print that are related to children's interests, aligned to current classroom content, and co-created with children are provided. Strategies for how to engage children with print in the environment are outlined. [The paper was published in "The Reading Teacher" v70 n3 p283-293 2016 (EJ1118052).]