The study aimed to scrutinize the views of pre-school teachers on children's readiness for reading and writing in relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participants of the study comprised 47 pre-school teachers, who were selected via purposive sampling method. The data were collected using a semi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showed that in order to support children's readiness for reading and writing skills in the pre-school period, both classroom environment, and activities played a significant role in attracting the attention of children, and preparing them for their primary school period.