The preschool years are important for children’s literacy development in the foundational areas of print knowledge, phonological awareness, oral language, and emergent writing (National Early Literacy Panel [NELP], 2008). Many children who demonstrate risk for later reading difficulties benefit from early targeted literacy small-group interventions (Bailet et al., 2009, 2013; Ehri, 2001; Goldstein et al., 2017; Gonzalez et al., 2011; Kelley et al., 2015; Kruse et al., 2015; Lonigan, Farver, et al., 2011; Pollard-Durodola et al., 2016; Zettler-Greeley et al., 2018). However, as not all children benefit from these targeted interventions it is worth investigating under what contexts and for whom an intervention promotes positive outcomes (Kim, 2019). Broadly, the bioecological framework posits that the environment where learning occurs interacts with the learner; thereby, contributing to skill development (Bronfenbrenner & Morris, 2006). Two primary environments that support child literacy development are the classroom and home environments (Crosnoe et al., 2010; Snow et al., 1998). Importantly, children at-risk for later reading difficulties benefit from literacy-enriched classroom and home environments (Crosnoe et al., 2010). The classroom environment is composed of physical (e.g., reading and writing centers) and/or instructional supports (e.g., modeling language) that contribute to child print knowledge (Guo et al., 2012; Xu et al., 2014), phonological awareness (Phillips et al., 2008), vocabulary (Lane & Allen, 2010; Xu et al., 2014), and emergent writing (Guo et al., 2012; Zhang et al., 2015). Within the home environment, engaging in code-focused teaching and/or shared reading activities contributes to child literacy skill growth in print knowledge (Hindman & Morrison, 2012; Hood et al., 2008), phonological awareness (Foy & Mann, 2003), vocabulary (Hood et al., 2008; Sénéchal & LeFevre, 2002), and emergent writing including letter writing (Puranik et al., 2018). These two environments provide varied literacy experiences that each may contribute to a child’s literacy development to promote positive outcomes. In the current study, the physical and instructional supports of the classroom environment and the literacy activities (i.e., code-focused teaching and shared reading) engaged in the home environment will be examined. However, much of the classroom and home environment literature has focused on a variable-centered approach to explaining the association between these environments and child literacy skills. The primary aim of this study is to use a person-centered approach to examine how characteristics of the classroom and home environments may jointly contribute to child literacy skill gains for children at-risk for reading difficulties.