This study examined the relationship between parental involvement routines and family resources and former Head Start childrens literacy outcomes. A subsample of 3,808 kindergarten children who were former Head Start attendees are from the National Head Start/Public School Transition Demonstration Research Project. The research questions were answered using three measures of family involvement routines and resources and three measures of child literacy outcomes. The results revealed routines at home to be a beneficial aspect of parent involvement at home and at school. The most involved parents in a childs classroom or school did not have the children with the highest outcome scores. Finally, parent resource measures revealed children benefited when parents provided their children with time for personal growth, time for interpersonal relationships, and time with children and family as well as money for luxuries.