The following qualitative case study examines the ability of three South Sudanese immigrant families residing in a medium-sized Northeast city in the U.S. to meaningfully transfer their heritage languages to their children. Using a pluriversal literacy lens, we conducted interviews with six South Sudanese parents about their literacy practices aimed at helping their children learn and maintain their native languages. All participants were found to be either bilingual -- or multilingual, were fluent in their native languages, and were motivated to help their children learn or maintain their native languages. Yet even with this linguistic capital and desire to help their children learn their native languages, most participants did not feel successful due to several factors that compelled them to use English as a language out of necessity when talking with their children. This study presents a more nuanced understanding of the literacy interactions between South Sudanese families and their children in the home and community.