This study reports the findings of a six-week summer literacy program conducted at a transitional housing facility for homeless families in the Southwestern region of the U.S. This study is grounded on the body of knowledge on students' literacy and homelessness. The intervention included one-on-one instruction by tutors. This study examined reading scores, attitudes, and the previous home literacy environments of the 12 participants (ages five to 12). Parents and tutors also participated in postprogram interviews (N = 24). Descriptive statistics results showed that reading fluency increased (i.e., words per minute) through the literacy intervention. No significant change in attitude toward reading was found; however, themes within qualitative data suggested that participants' reading confidence and summer reading behaviors increased. Findings give (some) insight into early literacy and home literacy development of homeless children. (Contains 1 table.)