Few empirical studies have examined within group differences of Black parenting practices. This study aimed to identify the role of educational attainment in predicting within group differences on two parenting practices associated with academic achievement: home literacy promotion and parent involvement. A sample of 103 Black parents with preschool-aged children was recruited from private urban child care centers. Parents reported a wide range of family financial resources and educational attainment. Parents who attained a Bachelor's degree or more reported significantly higher home literacy promotion than those with some college experience or a high school diploma. No differences were detected in home literacy promotion between parents with some college or a high school diploma. Teacher reports of parent involvement did not significantly differ as a function of parental education. Implications for parent engagement are discussed. (author abstract)