This study examines young children's attitudes toward reading and writing as it relates to the literacy environment in which they had been enrolled. Children (N = 201) attending magnet schools (schools established to address desegregation mandates) in a large urban, midwestern school district were given a reading and writing attitude survey the first week of school. The survey results were compared to the children's literacy development measures as well as quality ratings of the literacy environment in which they had participated. Results indicate attitudes toward reading and writing varied significantly depending on the quality of the classroom literacy environment. Children's attitudes became more positive as the quality of the literacy environment improved. In addition, children's literacy development and attitudes toward reading and writing were strongly related. Variables such as race and gender were not related to children's attitudes; however, economically at-risk children had more negative attitudes toward reading and writing than children from more-advantaged families. The data further reveal that attitudes toward writing were more negative than attitudes toward reading. (Contains 4 figures and 7 tables.)