The purpose of the study was to examine the feasibility of instruction facilitated by the preschool classroom volunteers an Early Head Start and Head Start program serving families in the urban core of Kansas City, Missouri. The study aimed to provide a professional development training program geared toward language and literacy facilitation strategies with the intent of increasing instructional skills of classroom volunteers. Target language and literacy intervention strategies included wh-questions, expansions of child responses, and explicit instruction of narrative SGEs with the use of visual aids during small group (two to three students) interactive shared book readings. The following research question was addressed: 1. Is it feasible to train preschool classroom volunteers to facilitate language and literacy instruction using evidence-based strategies within a small group interactive shared book reading experience? (author abstract)