This study investigated whether Mississippi's Parents as Teachers (PAT) program was advancing parent involvement in children's learning at home and when children entered formal schooling. It focused on whether there were differences in frequency of school participation and in levels of engagement in home learning activities between parents who had and had not participated in the PAT program. Participants were 40 parents who had been part of a PAT program for at least 10 months and 40 non-PAT parents who acted as controls. Both groups had children enrolled in public or private pre-kindergarten and kindergarten classes for 2002-03. A parent questionnaire was developed to collect data on parents' involvement in school activities and learning activities within the home. Most of the respondents' children lived in homes where there was one parent. Half of the parents had completed high school or obtained a GED certificate. About half of the children had been in Head Start for 2 years. Overall, the results found significant differences between the two groups on the frequency with which they engaged in school involvement activities and home learning activities, with PAT participants much more involved. (Contains 87 references.) (SM)