Due to cultural, linguistic, and educational dynamics, home literacy environment (HLE) practices, literacy acquisition processes, and the relationship between them can vary across different languages and contexts. In this chapter, we focused on elucidating these constructs in Turkish, an orthographically consistent language. First, we review the current state of HLE in Turkish, the possible reasons for deficiencies related to HLE practices, and relevant research results. Second, we describe how literacy instruction is carried out in Türkiye by associating it with the orthographic transparency of Turkish and identifying possible factors that may affect Turkish children’s success in learning to read and write. Finally, we identify the relationships between HLE and literacy acquisition based on studies conducted in Turkish and compare the results with studies in other languages and contexts, discussing the similarities and differences while emphasizing the need for further studies.