This qualitative study builds on the previous body of emergent literacy research by investigating the use of storybook reading with parents during morning transition times through observation on fifteen toddlers (2- to 3-years old), their parents, and teachers in a university preschool classroom. The focus of this study is to investigate whether storybook reading with parents eases morning transitions for young children as well as fosters their literacy development. Additionally, this study seeks to understand how storybook reading with parents during morning transitions affects the partnership between parents and teachers. The findings of this study contribute to the literature showing that (1) reading a book with parents during morning transition times may provide smooth transitions, (2) it may help with direct interactions between teachers and parents and with direct parental involvement in a school setting, and (3) storybook reading with parents in class during morning transition times may lead the child to engage in independent reading.