This study examined how providing either primary- or English-language storybooks for home reading followed by classroom storybook reading and vocabulary instruction in English influenced English vocabulary acquisition. Participants in the study were preschool children (N = 33), from low socioeconomic status families, whose primary language was either Hmong or Spanish. There were two 6-week sessions of home combined with classroom storybook reading. Children were randomized to either a primary- or English-language home storybook-reading treatment in the first session. In the second session, children switched treatment and participated in home storybook reading with books written in the alternate language. Children learned a substantial number of words from the combined home and classroom storybook-reading experiences. Home storybook reading in a primary language was at least as effective as home storybook reading in English for English vocabulary learning. Significant gains in vocabulary recognition were documented after home reading and again after classroom experiences in English. Family-caregiver participation in the parent-support part of the program rose from 50% to 80% between the two 6-week sessions. Family caregivers' English oral-language skills and the number of English-language children's books in the home were related to English vocabulary learning. Discussion focuses on the viability of combining primary- or second-language home storybook reading with second-language classroom storybook reading as a means to enhance second-language vocabulary learning.