Storytelling reflects children's pragmatic language ability, which develops rapidly in early childhood and is related to various characteristics of the child's environment. This study examines the effect of preschool, maternal education and quality of the home environment on children's storytelling skills. The sample included 229 Slovenian children, approximately six-years-old, who were attending first grade at the time of the assessment. The children differed in the number of years they had spent in preschool prior to primary school (five years, three years or zero years) and in their mothers' education. Children told stories spontaneously while looking at pictures. The developmental levels of the stories were determined using criteria established in some of the authors' previous studies. The quality of the home environment was assessed using the Home Literacy Environment Questionnaire. The findings suggest that children's enrollment in preschool has a significant effect on their storytelling skills. Six-year-old children that entered preschool at age three told more coherent and cohesive stories than their peers who did not attend preschool. The findings show that maternal education is a significant factor in children's storytelling skills. Children whose mothers had a high education demonstrated more advanced storytelling skills than their peers whose mothers had a low educational level. The difference in the storytelling skills of children whose mothers had either high or low levels of education was greatest in the group that entered preschool in the first year of life. (Contains 2 figures and 2 tables.)