This study examined the impact of a parent education program on the frequency of shared storybook reading and dialogic reading techniques. Additionally, the contextual factors that influenced the outcomes of the program were explored. Seventeen parents completed a nine-week face-to-face parent education program and fifteen parents completed a nine-week online program. This study was designed as a multiple case study (Yin, 1993) and utilized multimethods for data collection and analysis. Qualitative data sources included interviews, observations, responses to prompts following the sessions, and comments on a time diary. Analysis of these data sources was completed using an inductive approach (Miles & Huberman, 1994). Quantitative data sources included a time diary of minutes read per day and pre- and post-intervention video recordings of each parent-child dyad sharing a storybook. The time diaries were analyzed by determining the mean number of minutes read per family. The pre- and post- intervention video recordings were analyzed using the Adult Child Interactive Reading Inventory (DeBruin-Parecki, 2006) and were analyzed using the Wilcoxon signed-rank test (Elliott & Woodward, 2007). Parents receiving both delivery methods increased their use of dialogic reading techniques while sharing storybooks. There were no significant differences between the online and face-to-face groups on the use of dialogic reading techniques for adults or children. The contextual factors that influenced the online group were online access and design and delivery of content. The contextual factors that influenced the face-to-face group were engagement, time, and group dynamics. Implications for the design of parent education are discussed.