This article explores the nature and extent of Primary Learning Skill (PLS) that the Hispanic young children acquire who do not attend any early educational institutions. Literature reviewed for this paper indicated that Hispanic children were the poorest and the fastest growing group who often did not receive formal educational exposure due to varied socio-economic and ethno-contextual factors. Using Primary Level Assessment Systems (pre-reading, pre-writing, pre-mathematical, and socio-emotional domains) administered among 48 parents with 3-to 4-year-old children, this work provides a glimpse on aspects of pre-academic socialization. While most parents indicated their goals for their children are to instill love for learning, an overall picture emerged pertaining to academic socialization suggest that parents themselves needed to reorient their behavior that would help their children acquiring primary level skills. It also appears that some form of educational as well as enrichment programs for the children at home would help in altering the perception of "educacion".