This study explored the role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through questionnaire-based-interview, semi-structured interview, focus group discussion, and tests administration methods. An independent sample t-test and thematic analyses were employed. Results indicated that there was no statistically significant difference in involvements between parents from high performing schools (M= 33.39, SD = 9.79), and those from low performing schools (M= 31.74, SD = 9.93); t (152) = 1.040, p >.05 in learning activities. This implies that parental involvements in learning activities were less associated with children’s acquisition of Kiswahili pre-reading skills. Findings from interviews and FGDs revealed that parental involvements were hindered by lack of parents’ knowledge about pre-primary education, limited parental support, and effects of home learning environment. To maximize children’s pre-reading skills, the study recommends that parents should be informed about their involvement in learning activities.