This study examines the effect of literacy enriched preschool classroom environments and the quality of adult/child interaction in the classroom on the emergent literacy growth and development of preschool children. Data was collected within the 2009-2010 school year and analyzed to determine if providing a literacy enriched preschool environment and/or providing quality adult/child interaction within the classroom statistically proved to be beneficial in the growth of emergent literacy skills in the preschool children in the study. Scores from the Early Childhood Environment Rating Scale-Revised (ECERS-R) were ranked and used to determine the level of quality in the classroom environment. Scores from the Supports for Early Literacy Assessment (SELA) were ranked and used to determine the level of quality of adult/child interactions within the classroom. The children's scores from the fall and spring Creative Curriculum Developmental Continuum (cc.net) objective 38-50 listening/speaking and reading/writing were used to measure growth and development in emergent literacy skills. This research study utilized a variety of statistical tests including: 1) calculating the means and standard deviations for all continuous variables; 2) paired-sample t tests to compare the mean differences in emergent literacy growth of the children from the fall to the spring collection periods using cc.net scores; 3) correlations were used to determine if there was a relationship between teacher, the overall physical classroom environment and the adult/child interaction in the classroom on the development of emergent literacy skills of the children; 4) multiple regression analysis were employed to determine if there was a significant difference in the growth of listening and speaking skills and reading and writing skills as a result of one or more of the independent variables teacher, overall environment score and/or adult/child interaction score. 5) a 3 (level of ECERS-R) X 3 (level of SELA) X 2 (fall and spring listening/speaking and reading/writing scores) repeated measures ANOVA was utilized to investigate the impact of the level of the ECERS-R and SELA (low, medium, high) scores on the total growth scores of listening and speaking and reading and writing on the pre and post emergent literacy skills of the preschool children. The results showed a significant growth in both listening/speaking and reading/writing skills among the preschool children during the 2009-2010 school year. The analysis process established the variable teacher was statistically significant and suggested that a skilled teacher could positively compensate for an un-enriched environment. Evaluation of the effects of the quality of classroom environment, adult/child interaction in the classroom and levels of the combined variables of classroom environment and adult/child interaction in the classroom did not statistical prove significant in this study which was in direct conflict with results from previous research in the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]