Introduction: In this study, we examine the case of Japanese-speaking families in Canada and their experiences with teaching a heritage language at home, along with the uses and perceived usefulness of public library resources, collections, and services in the process. Methods: We interviewed fourteen mothers who speak Japanese to their children. We complemented the interviews with picture diaries produced by participants about their vision of the "ideal" library. Analysis: Interviews were transcribed and a thematic analysis conducted through an iterative process. A visual analysis process was performed on the picture diaries. Results: There is a disconnect between the women's needs and practices relating to heritage language education, and their ability to navigate the 'mainstream' information environment for relevant information. Conclusion: Findings point to the symbolic importance of engaging in heritage language literacy. Although the home remains the crucial site for heritage language literacy practices and the mother plays a critical role in this process, the literacy practices used by Japanese immigrant mothers in Toronto to teach and maintain heritage language are diverse and varied. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]