In Philadelphia, civic and education leaders have identified early literacy programming as critical for overall education improvement. Charter schools enroll about one third of all public school students in Philadelphia. This study seeks to understand how Philadelphia charter schools support their early readers and writers, in order to contribute to knowledge-sharing across schools and identify areas for investment. Researchers invited Philadelphia charter schools and charter management organizations serving kindergarten to third grade students to identify a single representative to participate in a 30-minute interview. The authors interviewed 38 school representatives and charter management organization (CMO) leaders about K-3 literacy practices in their school(s). The authors asked these school representatives to describe their literacy programming, the strengths and challenges of their chosen program, and the additional resources that would most help their school's literacy program. The study found that: (1) Philadelphia charter schools report a broadly similar set of approaches to early literacy programming; (2) Charter schools identified staff capacity for high-quality early literacy instruction as a key lever for improvement; (3) Despite consistency in broad approaches to literacy, charter schools varied widely in their specific resources and strategies; and (4) Certain elements of early literacy programming are both strengths of and challenges for charter schools.