The purpose of this case study was to investigate the home literacy practices of parents who take on dual roles as both teachers of literacy to their children and students in General Education Development (GED[R]) programs. We interviewed 12 GED teacher-student parents to explore how literacy practices within the home environment affected both the parents and their children. Results indicated that most of the parents' literacy practices were associated with daily living routines. All study participants practiced literacy with their children; however, the extent to which they did so depended upon factors such as the parents' daily schedules, the parents' and children's levels of reading interest, and the parents' life roles. (Contains 2 tables.)