Early encounters with environmental print, words, and other graphic symbols found in children's surroundings are among their first concrete exposures to written language. These experiences: (1) provide an introduction to making meaning of abstract symbols; and (2) offer children their first opportunity to make sense of the world through print. As a result, children typically read print from their environment before reading print in books. This article describes the many values of incorporating environmental print in early childhood classrooms. (Contains 1 table and 4 photos.)