Children's phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents' talk in preschool children's phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new "Sound Talk" observational measure. Children completed measures of phonological awareness, language, and literacy. Parents who used more sound talk in the observation had children with more advanced phonological awareness, even after controlling for children's language skills and sociodemographic factors. These results have implications for designing interventions with parents to foster their children's phonological awareness.