Family literacy studies have shown that the role of parental storybook reading has an impact on children's success in school-based literacy instruction. However, many children who are English language learners come from homes or cultures where storybook readings are not common practice. The purpose of this qualitative research study explored the effects of an eight-week bilingual family literacy program for Latino, English learning families. Triangulation was assured through multiple sources of data: semistructured interviews conducted with participating parents; parent evaluation surveys; and researcher field notes. During the implementation of the bilingual family literacy program and the analysis of the data, three themes emerged: maintaining the first language, practicing what I have been taught, and the importance of time. Implications for educators are discussed.