From birth children are exposed to ubiquitous environmental print, such as signs and labels, on a daily basis. Viewed from a sociocultural perspective, parents have the potential to facilitate children’s interactions with letters, numerals, and words embedded in environmental print thereby deepening young children’s developing knowledge about print. Using home questionnaire and child assessment data, the present study (N = 50; M child age = 3.66 years) examined the relationship between parent teaching of environmental print to their children, child interest in environmental print, and emergent literacy skills (print concepts, print and sound knowledge, and name writing). Parent teaching of environmental print was found to be positively associated with children’s print knowledge. Children’s interest in environmental print was positively related to their print and sound knowledge. These findings highlight potential benefits of parent-child interactions with environmental print.