Although the mixed heritage population of the U.S. continues to grow, few (if any) attempts have been made to examine educational needs specific to this group of children, especially from the family's perspective. This article uses ethnographic data to examine the experiences of one mixed heritage family--with an African American father and a Chinese American mother--in an urban middle school. The data revealed that the family experienced several sources of tension from the school, from the child, and from interracial differences concerning the educational needs of their child. Specifically, the data revealed that interracial differences within the family were influenced by situational complexities. The article suggests the importance of understanding and addressing these tensions and complexities in reaching out to mixed heritage students and their families.