<p>School readiness is a critical developmental milestone in early childhood, associated with various outcomes later in life. Parents play a crucial role in fostering school readiness by influencing aspects of a child’s early experiences, such as exposure to literacy and numeracy and the regulation of screen media use. The home learning environment framework posits that educational beliefs, such as parental expectations, have an indirect effect on children’s outcomes; while process-oriented factors, such as parent–child activities and screen media use have a direct effect. This study explored the relationships between parental expectations and school readiness in Indonesian children, with parent–child activities, screen media use, and active parental mediation as mediators. The participants included 281 children (52% girls, mean age = 69.66&#xa0;months, SD = 7.52&#xa0;months) from West Java, Indonesia, along with their parents and teachers. Parents completed questionnaires regarding their expectations, parent–child activities, screen media use, and active parental mediation. Teachers provided assessments of the children’s school readiness. Mediation analysis revealed no significant indirect effects, while the direct effect of parental expectation on school readiness was robust. A significant relationship between parental expectations and the mediators was only found for parent–child activities. Furthermore, while neither parent–child activities nor parental mediation had a significant relationship with school readiness, a significant negative relationship was found for screen media use. These findings suggest that unique parental values and cultural norms within Indonesia may explain why the home learning environment framework did not fully explain the mechanism between educational beliefs and children’s outcomes in this context. The implications of these findings and recommendations for future research and practice are discussed.</p>