This qualitative case study sought to explore parents' perceptions of home-school partnerships for preschool-age children's literacy development. Research indicates that early childhood centers and preschools are seeing a decline in parent involvement, even though studies indicate that home-school partnerships are essential for optimal success in literacy acquisition (Feldman, 2015; NAEYC, 1998; Wihbey, 2013). Most of the previous research relied on parent-school surveys and questionnaires rather than face-to-face interviews and focus group discussions, paving the way for new research that allowed for parents' opinions, emotions, and perceptions to be shared. This study provided data from twelve face-to-face interviews with parents of preschool-age children, along with one focus group in which five of the interviewed parents participated in a face-to-face discussion. Three research questions guided the study: What are parents' perceptions of home-school partnerships for their preschool-age children's literacy development? How do schools involve parents to participate in their children's literacy education? What do parents experience when participating in literacy home-school partnerships? Findings from this study include implications for home-school partnerships during the early childhood years. These findings include parents' need for effective home-school literacy partnerships programs, what schools can do to provide effective literacy programs, and how the parent and school can work together to encourage positive relationships and experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]