Kindergarten classrooms of today look much different than those from a few decades ago; more time is spent focused on reading and writing, so ensuring children have early literacy opportunities in their environment during early childhood is essential. The purpose of this regression analysis was to evaluate relationships between children's literacy scores and the number of minutes children read with a primary caregiver. This study determined relationships between children's literacy scores and caregivers' level of education, the number of books in the home, and socioeconomic status (SES). Literacy scores of the 92 children who participated in this study were measured using the Get Ready to Read! Revised literacy assessment. This study also included the children's primary caregivers and the children and caregivers were participants in a parent-child program in Eastern Iowa. Caregivers of the children kept track of the number of minutes they read with the children for one month and identified their SES, level of education, and counted the number of books in the home. By using a regression analysis, the findings indicated caregivers' level of education was the largest predictor of children's literacy scores (beta = .355). Data analysis also included a stepwise regression; the stepwise regression suggested caregivers' level of education was the most significant variable related to children's literacy scores.