Theoretically framed at the intersection of language, identity, and transnationalism, this chapter examines how two Syrian refugee-background parents negotiated narrating and writing a bilingual and multimodal fictional story commonly used in Syria by parents as a bedtime story. Primary data included two audio recorded interviews: an oral narration of the story and a collaborative writing session with the author. Secondary data included ethnographic fieldnotes to contextualize the participants' transnational experiences and relations. An interview-based case study design was adopted and data was analyzed in an iterative manner. Findings suggest that while the parents were both invested in writing a bilingual story, they had different views about its purpose. While the father was focused on maintaining the story's authenticity, the mother reinterpreted and rewrote the story through the lens of her current life and understanding of parental roles within the context of the United States. Implications are presented with respect to how the two participants negotiate the ambivalence of writing the story between two frames of reference: Syria and the United States. [For the complete volume, "Refugee Education across the Lifespan: Mapping Experiences of Language Learning and Use. Educational Linguistics. Volume 50," see ED660722.]