This report reviews research related to the home learning environment and presents a study on the home learning environment of young Hispanic children. Research has progressed from concern with home learning environment variables such as ethnicity, socio-economic variables and demographic characteristics to more relevant issues concerning experiences in the home and their effect on the cognitive and affective performances of children. A study compared the home learning environment of agrarian migrant Puerto Rican families (n=20) and non-migrant Puerto Rican families (n=20) in two Pennsylvania communities. The selected families with one child between the ages of 5 to 8 participated in a teacher-parent education program. Data were collected through community observation and home visits conducted by graduate students using various instruments that measure home environment variables. The study found statistically significant higher mean scores for migrant families on subscales of parental aspirations for their child, concern for the use of language, and parental reinforcement of aspirations. Both migrant and nonmigrant families believed in an environmental learning theory concerning children's intellectual development. Migrant families serve as a critical and faciliative role for newly arriving families in the community. Developmental differences revealed a more optimistic point of view by parents of younger learners in this study when compared to a previous study with 10-13 year olds. Implications are discussed for future research, practice, and policy in early childhood education of Hispanic children. (LP)