PIP: This study evaluated how Cairene mothers of low-income neighborhoods with different levels of education and occupational status prepare their preschoolers for the cognitive demands of school. It was hypothesized that educated working mothers act as mediators of their children's learning; endorse less traditional socialization values, believe in earlier developmental timetables, and more frequently show child-rearing behaviors which have been associated with intellectual development in children. Interviews and intelligence tests concerning socialization values and practices were administered to 30 mothers. Overall, the respondents were found to emphasize a controlling, restricting, and protecting style of child rearing. They adopted ideals that include moral education, compliance, agreeableness, passivity, and loyalty. Observation revealed little verbal interaction or stimulation of children. In contrast, educated working mothers expressed belief in earlier developmental timetables and endorsed the less traditional values of stimulating and interacting, subsequently supporting the hypothesis. They were also more positively verbally interacting with their children during the interview compared to nonworking low-educated mothers. Findings underscore the potential benefit of investing in girls' education for the future of their children.