A study focused on families whose children were successful but not exceptional students in kindergarten. Subjects were eight parents (all mothers) whose children had been enrolled the previous year in a kindergarten program that maintained a whole language curricular orientation. The children (four girls and four boys) were highly successful in kindergarten though none had been deemed exceptional in the progress they made in learning to read and write by the teacher, parent, or third-party observers who were part of the research team. Parents were interviewed during the two months immediately following the children's completion of kindergarten. The parents were asked a set of questions concerning their approach to literacy learning and their satisfaction with the kindergarten's holistic curriculum. Interview results indicated several home-based literacy activities including the following: reading aloud; taking dictation from child; developing interest in words, through games, etc.; writing; and providing an informal and functional literate environment. Two conclusions were drawn from the study: (1) the home literacy activities described are similar to those described in that work and tend to validate the conclusions derived from previous work; and (2) the literacy activities in the home were highly congruent with those found in the whole language kindergarten. (MG)