The conceptualization of working-class Latino students' households as being rich in funds of knowledge has engendered transformative consequences for teachers, parents, students, and researchers. The qualitative study of their own students' households by teachers is a viable method for bridging the gap between school and community. An assumption of the project described is that educational institutions do not view working-class minority students as emerging from households rich in social and intellectual resources, but instead emphasize what these students lack in terms of the forms of language and knowledge sanctioned by the schools, leading to lowered academic expectations and inaccurate portrayals of these children and their families. In the research, teachers enter the households of two to three of their students as ethnographers, as learners of the everyday life contexts of their students' lives and participate in study groups that offer a forum for the collective analysis of the household findings. Teachers then form curriculum units that tap in to the household funds of knowledge. Parents are drawn into the process by the validation of household knowledge as worthy of pedagogical notice and new avenues of communication between school and home have been constructed in a way that fosters "confianza," or mutual trust. (Contains 21 references.) (Author/JL)