Children whose homes are filled with books, whose parents read to them, and who have begun to understand the reading process have higher levels of reading skills and knowledge when they enter kindergarten than children who do not have such rich literacy experiences before entering school. This article describes a family literacy project developed and funded by a state university, the state office of education, and a large, urban school district. The project integrates an early childhood literacy program with a strong focus on education for parents who may not know how to create a rich literacy environment at home. The objectives of the program were: (1) to engage parents and children in reading, discussing, and participating in reading related activities together; and (2) to emphasize parent education by providing explicit instruction in effective ways to read and interact with children during reading. The authors review supporting research, detail the sessions' contents, and offer tips for implementing family involvement-transportation, child care, parent activities, parent-child activities, family literacy bags, interpreters, and funding.