The current study involved a content analysis and field experiment investigating messages about literacy within a children's educational television program. The content analysis showed that the program's episodes contained many positive, explicit statements about reading and, to a lesser extent, writing and other literacy activities. Select episodes were then used in the experiment, which included preschool- and kindergarten-aged children either viewing or not viewing the episodes. Participants' attitudes about literacy were measured before and after the viewing period. A measure of children's feelings about the program and its characters was also administered to the viewing group. Results from the experiment were not statistically significant, but indicated several trends. When considering children's media consumption, findings suggest that this program offers many positive literacy messages to young viewers. Perhaps, with greater exposure, the literacy messages may have influence children's feelings about literacy, and potentially more so for young boys. (author abstract)