Young children, their caregivers, and families should take advantage of opportunities to relish stories together. In this article, the authors describe one child's earliest experiences with story that have informed their work with preschool children and their families. Carol's (the second author's) daughter Sloane is privileged in all the ways that living with professional parents (one a literacy educator) and having educated caregivers (one is a doctoral student in literacy education) entails. Her experiences provide specific examples of exposure to school-like language and literate practices. An exploration of Sloane's early years provided them with observational evidence regarding the powerful role that stories can have over time when caregivers gradually include and integrate more forms each day. (Contains 2 tables.)