This article describes a pilot study conducted in an elementary school in Torremaggiore, Italy. Pre-service teachers (PSTs) (i.e., undergraduate college students) wrote bilingual English/Italian informational texts and used them in conjunction with a variety of translanguaging strategies to support Italian children's acquisition of English and knowledge of American culture. Immediately following instruction with each book, copies of the texts were given to the children for take-home practice. A week after all instruction was completed, the children were asked to write in their native language and tell what they enjoyed most about the PSTs' visit. Selected children from the group also responded to an oral interview. A content analysis of their translated responses revealed children's impressions about the benefit of using bilingual texts for learning English and gaining knowledge of American culture.