As women are underrepresented in STEM and the home learning environment has been associated with children's science knowledge, this study focuses on the home science environment as an area where gender differences may occur. To identify potential antecedents of gender differences, this study examined whether there were mean differences in the frequency of parent engagement in science content, processes and resources by child gender and parent relation. 906 parents of 1- to 6-year-old children (67% female, 86% White, 50% female children) completed a cross-sectional online survey about the home science environment. Results indicate no significant differences in the frequency of science engagement between parents of girls and parents of boys and between mothers and fathers ([eta-squared] < 0.01). We did not find any significant gender differences in parents' reports of their frequency of engagement in early home science activities across content, processes and resources.