A study examined the influence of an intergenerational approach on the literacy development of parents and on the practice of family literacy at home. During a 3-year period, 367 families enrolled in multilingual, multiability literacy classes for at least one instructional cycle. The adult basic education classes were held in a community center located within walking distance of three of the four elementary schools in an ethnically diverse, two-square-mile area considered a "gateway" for new immigrants. The adults were provided instruction in reading and responded to literacy materials of adult interest as well as a selection of books, strategies, and ideas for use with their children; they were also encouraged to share their children's stories and literacy events. Data included assessments of parents' fluency in reading English, attendance, attrition, and self-report data on parent/child literacy activities. Results indicated that: (1) attendance was consistent across learners and across instructional cycles; (2) demonstration and modeling led to routine practice of family literacy within a relatively brief period of time; (3) storybook reading emerged as a frequent behavior, while shared writing did not; (4) parents visited the local library only once a month; and (5) there was a high growth in literacy fluency among the lowest performing adults. Findings suggest that an intergenerational focus in multiability multilingual adult education classes may provide an important vehicle for promoting literacy learning of adults. (Two figures and one table of data are included; 27 references are attached.) (RS)