While interest in reading and writing has always been important to researchers and educational policy-makers, multidisciplinary investigations of the acquisition of literacy are a relatively new enterprise. In the Arabic-speaking wrold, in particular, there have been relatively few efforts to discover what kinds of literacy abilities the child brings to the classroom, and what kinds of home, preschool, and language environments lead to various levels of literacy both in and out of school. The research described here presents data collected during the first three years of the Morocco Literacy Project, whose general aim has been to investigate the process of literacy acquisition and retention in Morocco. The present paper will consider the effects of preschool experience and language background on a sample of primary school children living in contrastin rural and urban environments in Morocco.