The social nature of language learning and development has been widely acknowledged, as has the importance of family relationships in language learning processes. The role that the first language plays in the literacy development of English language learners (ELLs) and their families is irrefutable. Advocates of family literacy programs have recognized the importance of integrating the first language and culture of both parents and students who speak English as a second language. This is a particular challenge today, given not only Proposition 227 in California but the high-stakes accountability demands of "No Child Left Behind" (NCLB) and subsequent federal legislation and the low performance of English language learners on the California Standards Test (CST) in reading and writing. In response to the high proportion of Program Improvement schools failing to meet test score targets under NCLB, the Parent Unit of Los Angeles Unified School District's (LAUSD) Local District X started the Families Promoting Success (FPS) program in 2007. This unique family literacy program consisted of a series of highly focused workshops targeted exclusively for parents of students who scored Basic, Below Basic, or Far Below Basic on the CST (mainly English Learners). This multiple case study highlights the role of language in the development of the program at four sites. Specifically, this study examines the role of families' first language (L1) in the program, modifications made to promote the parents' understanding, and the incorporation of bilingual approaches in program design and implementation. (Contains 2 tables and 1 note.)