This qualitative phenomenological research study examined parent perspectives on shared reading in science. This study was designed to understand parents perceived shared reading to influence their child's science vocabulary and comprehension. The purpose of the study was to determine how parents perceive shared reading to impact their home-schooled child's vocabulary and topic comprehension in science. Vygotsky's sociocultural and zone of proximal development theories provided the framework for the current study. The participants included 12 parents who home schooled their 4- to 8-year-old children. Two research questions were addressed in this study. The first question looked at how shared reading influenced science vocabulary gains and usage, and the second looked at how shared reading influenced the content knowledge gains in science. Data was collected using one-on-one, semi structured interviews with the participants. The results of this study showed that parents found shared reading using a science themed picture book to have a positive impact on their child(ren)'s science vocabulary and content knowledge. Recommendation for practice should include the use of science themed picture books for introducing new science vocabulary and content, and recommendations for future research should require participants to use the same picture book and investigate how shared reading influences quantitative test scores. [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.]