The chapter investigates the influence of home learning environments on fourth-grade students’ reading achievements across the Dinaric region using quantile regression techniques. It examines three factors related to student reading performance: home socioeconomic status, students’ pre-primary literacy activities, and parental reading behavior and enjoyment. Preliminary findings show significant differences across and within countries (education systems) in fourth-grade reading abilities and how those aforementioned factors differently affect students across various levels of reading ability. The research highlights the need for targeted interventions based on individual student profiles.