A supportive relationship between home and school is essential for young children's positive school experiences as well as overall development, and effective communication is at the core of such relationship formation. However, researchers in the field of early childhood have found that immigrant families have difficulties communicating with their children's schools and teachers due to their disparate linguistic, cultural, socioeconomic, and educational backgrounds. The purpose of this study is to explore Saudi mothers' experiences and insights regarding their communication with their children's schools and teachers. We conducted in-depth interviews with seven Saudi mothers who have early childhood age (PreK-3rd grade) young children attending public schools in the United States. The findings showed that they experienced communication challenges stemming from linguistic and school cultural differences and religious inconsideration. They also asked for more accessible communication opportunities including less burdensome in-person meetings and extended conferences so that they can remain an active participant in their children's early schooling. Having a better understanding of Saudi mothers' experiences and insights has potentials to inform schools' and teachers' practices as well as guide future research in the realm of effective communication between families and early childhood schools and teachers.