The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers' perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents' practices relate to one another as well as how these practices predict children's early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers ([beta] = .18, p<.05 and="" fathers="" .22="" p="" make="" unique="" contributions="" to="" their="" preschooler="" early="" academic="" skills="" but="" only="" for="" families="" where="" mother="" has="" less="" than="" a="" bachelor="" degree.="" degree="" or="" higher="" the="" effect="" of="" father="" hle="" practices="" is="" not="" significant="" predictor="" children="" academics="" when="" considering="" hle.="" all="" are="" providing="" variety="" activities="" young="" although="" these="" may="" occur="" frequently="" mothers="" they="" particularly="" important="" development="" whose="" have="" practical="" implications="" discussed.="" abstract="">