The purpose of the current study was to test the efficacy of a supplemental phonological awareness focused intervention delivered by community-based paraeducators with preschool children (M = 4.73 years) in eight Head Start classrooms in the rural Midwest. Participating children were randomly assigned to small groups within classrooms, which were in turn were randomly assigned to receive either treatment or control (vocabulary-focused storybook reading) instruction in small groups for 20 min/day, 5 days/week, for 10 weeks (February-April). All instruction was delivered by community-based paraeducator tutors. At posttest, treatment students (n = 41) outperformed controls (n = 47) on measures of alphabetic knowledge (d = 1.22) and phonological awareness (d = 0.62). No significant differences between conditions were detected on print awareness or vocabulary. Overall, the results demonstrate that at-risk preschoolers benefit from community-based paraeducator implemented supplemental phonological awareness and alphabetic knowledge instruction. (Contains 6 tables and 1 figure.)