This study explored the extent and nature of the literacy artifacts, references, and events in the homes of three preschool children with Down Syndrome. Analyses were based on observations and tape recordings taken during home visits. Major conclusions included: (1) the homes of the preschoolers were print rich, and literacy references and events did occur, but at a modest level; (2) variety in types of literacy activity was negligible, with nearly all of the literacy-event time being consumed by storybook sharing; (3) mothers' style of literacy and language interactions with the children was characterized as fitting differing points on a mother-as-teacher continuum; (4) the three families spent about half as much time as families of nondisabled children on literacy events; (5) two of the mothers' styles of storybook sharing were sensitive to literacy level and conducive to child's vocabulary development. Overall, it was concluded that the mothers' style of language interaction with their children was not highly likely to build foundations for literacy development. (Approximately 70 references) (JDD)