This paper presents the results of an intervention study focused on understanding how a 5-month, vocabulary-focused texting program called Text to Talk can enhance home-school connections concerning vocabulary and preschool children’s language learning. Classrooms (49) were randomly assigned to intervention or control status in an urban preschool program in the eastern United States. Intervention teachers delivered Text to Talk, a curriculum-aligned program that provides weekly texts for teachers to send to families that include vocabulary words and related activities from books being read in the classroom. Children’s target word knowledge and receptive language skills (PPVT) were measured at baseline and follow-up, with treatment effects on target word knowledge ( d = 0.17). (author abstract)