Background <p>Home visiting programs are one way to ensure that children are experiencing responsive, enriching, and language-rich settings, but there are few home visiting interventions focused on early literacy.</p> Objective <p>This study examined the impact of the Book Babies early literacy intervention (treatment, <i>n</i> = 220) on parents’ literacy-promoting practices and children’s early language skills compared to two control groups – Books Only (<i>n</i> = 229) and Control (cash, <i>n</i> = 229).</p> Methods <p>Data were analyzed for a random sample of 678 predominantly Black/African (40%) and Hispanic (~ 45%) children in one of the three groups. Caregivers were predominantly female, with ages ranging from 26 to 28 years old, and about 15% of the caregivers reported having a college or more education background, and approximately 42% of the caregivers spoke only Spanish at home.</p> Results <p> Results showed, on average, children in the Book Babies treatment group experienced more positive literacy-promoting practices (e.g., parents reading to children) as the number of visits increased compared to children in other groups. However, there was no indication of the significant impact of the treatment on early language skills. It is worth noting that there was a promising pattern where Spanish-speaking children in the Book Babies treatment started and ended higher than children in other groups.</p> Conclusion <p> Although this study ended prematurely due to COVID-19, there is evidence that early literacy programs that center on families’ strengths and routines may be more beneficial, especially for emergent bilingual Spanish speakers.</p>