Research Findings: This study examined Mexican caretaker roles, beliefs, and practices around their child's language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children's oral and written language, (c) Caretaker's perceived role in children's language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children's education both socioemotionally and through engagement in literacy routines--evidence of duality in the "educacíón" value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy: Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system. [This is the online first version of an article published in "Early Education and Development."]