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.