This study (reported in separate English and Spanish versions) used a qualitative approach to identify the supportive parental behaviors of academically successful children from low income families in Even Start programs, from the parents', teachers', and children's perspectives. The sample contained 12 low income parents who had one or more children with above average academic performance as rated by the children's teachers or the Even Start program director. Seven of the parents were Hispanic; five were Anglo. Data were collected through interviews with parents, teachers, and children; observations; and document analysis. The constant comparative method was used to identify and sort units of meaning. Three major findings emerged from the study. First, parents instilled the importance of education in their children and associated success with education through setting high expectations for school, saving money for children's education, and acting as a role model in acquiring an education. Second, the homes mirrored the characteristics, patterns, and behaviors of the school, with parents assuming the role of teacher through reading, storytelling, problem-solving, monitoring television viewing, and exposing children to different learning experiences. Third, parents acted as a crucial link between school and home, with parents ensuring the exchange of information between school and home through meeting with teachers early in the year, volunteering in the classroom, and participating in school-related activities. (Contains 39 references.) (KDFB)