This article explores a collaboration designed to support two Indigenous Taiwanese communities to combat language loss and promote Indigenous language literacy. Rather than relying on expert knowledge of literacy and language scholars, we have intentionally sought local knowledge to design and create books that introduce young children to simple phrases and basic conversational vocabulary in Atayal language. To do this, we engaged in a series of conversations with Tribal Leaders from two Indigenous Atayal communities. The full ethnographic study addresses designing, planning and creating bi/trilingual books with Atayal communities; instructional uses of bilingual/trilingual books; assessment of children's language learning; and reflections from Atayal leaders, teachers, and parents. In this article, we examine the lessons we learned in designing and creating the books, as well as Tribal Leader, parent, caregiver, and teacher responses to the books.