This paper describes the Partners in Literacy Project developed by Phelps County, Nebraska R-6 School District. This project involves a partnership among the school, the parents, and students in promoting the literacy development of students. This rural school district serves a student body of 43 and consists of 6 staff members. The students are from 23 families whose livelihood is primarily dependent upon agriculture. The first year of the project focused on encouraging parents to read to their children or to establish family reading times. In the second year, the activities of the first year were combined with family writing activities. Educational research indicates positive results on achievement tests from students who come from print rich homes. Key characteristics in these homes include parental role models who are readers and parents who commit time on a daily basis to be involved in reading to and with their children. Parents were invited to an evening training session to discuss strategies for reading to their children and guidelines for developing family reading times. Fifteen of the 23 families voluntarily participated during the first year; participation was greatest among K-1 and 4-5 classes. Pre- and post-program attitude measures indicated the greatest change in developing positive attitudes toward reading were found in the grades with the greatest participation. Active voluntary participation by parents who spend more time reading with their children suggest the project's positive effect on parent participants. Four tables list specific benefits of the project and provide suggestions for managing family reading and writing activities. (LP)