The aim of this study was to examine how Turkish mothers in Germany support the literacy development of preschool children and how their cultural capital and socioeconomic status affect the literacy development of the child. The research was designed qualitatively. The study group consisted of 12 Turkish mothers with children between the ages of 3-6, living in Germany and having different educational and socio-economic levels. Semi-structured interview technique was used as data collection method. The data obtained were analyzed by content analysis. According to the findings of the study, the negative effects of home literacy environment and early literacy activities and activities in families in this sample group are not caused by ethnic reasons as emphasized in previous studies. In particular, the socioeconomic status of the families, as well as the low educational level and cultural capital of the parents, seem to create barriers for families to provide a supportive environment for their children to develop their literacy skills.