This article explores a first-grade team's efforts to develop a family-school literacy partnership. The first-grade teachers wrote and developed the "Family at Home Literacy Questionnaire" to understand how their first graders selected texts and read with family members at home. The findings identified a number of unexpected at-home literacy practices. Of particular interest, the teachers' reading homework may have "mis"informed the families' at-home literacy practices. Families were not clear on texts intended for children's independent reading versus texts appropriate to read aloud. Accordingly, the authors recommend that teachers enhance their knowledge base of families' at-home practices and the personal tools and resources that drive them. The onus should not be placed on families to decipher how literacy homework should be completed; instead, teachers must listen to students' families and redesign literacy assignments that may conflict with families' at-home literacy practices or result in families' confusion or inappropriate application