This study focuses on identifying the primary concerns parents have at school entry for their children. The investigation is a qualitative analysis of data derived from a series of ten parent focus group sessions conducted in a large northeastern school district. The ten sessions were conducted over a period of four months for a total of twenty hours of data. Regular members of the focus group included four parents who had 4 and 5 year old children in an early childhood literacy program, a volunteer community member in the program and the researcher. Each session was audio taped then transcribed verbatim to facilitate understanding of the developing topics of interest. The original question for the participants was meant to prompt parents to discuss activities embedded in the curriculum that they perceived as facilitating growth in their children.