This study examined the effectiveness of the Montana Early Literacy Project (MELP) curriculum on literacy and language skills of preschool-age children in Head Start. The MELP model utilizes everyday events and existing routines of classroom and home environments to build literacy and language directly into children's daily experiences. Using a control group design, the researchers analyzed skill development in preschool children participating in a classroom, using the MELP model as a supplement to the traditional Head Start curriculum (n=14). Results were compared to children who participated in the traditional Head Start curriculum (n=15). Assessments used were the Emerging Literacy Screening from Building Early Literacy and Language Skills (Paulson, Noble, Jepson, & van den Pol, 2001) and language sampling. Analyses indicated an important difference in the literacy and language shills gained by children in the MELP classroom, particularly in the areas of narrative discourse, vocabulary, phonological awareness, and print development. Due to the limited sample size, generalization of the data should be interpreted with caution. Nevertheless, findings support the use of the Montana Early Literacy Project curriculum in developing the early literacy and language skills in children who may be at risk of experiencing challenges in learning to read and write. (Contains 4 tables.)