Mauritian children are Kreol speakers who learn to read and write in English and French when they join the primary education system. The government-mandated preschool curriculum mentions the need for the preschool to prepare them for the literacy challenges of the primary school. The aim of this paper is to consider whether preschool children develop code-related literacy skills in their final year at preschool, in readiness for their first year at primary school. I refer to data collected from a longitudinal study of two comparable groups of Mauritian preschoolers. Using data from a pre-test and post-test of their code-related skills, I show how inadequately prepared they seem to be in terms of code-related skills and interest in print-related activities. Some reasons for the findings are explained, highlighting how the "emergent literacy" discourse of the preschool curriculum has evaded the skill aspects of "emergent literacy". Some culturally sensitive recommendations are provided.