Parent-educator partnerships are an important element of effective early childhood, K-12, and special education programs (Dunst, Trivette, & Snyder, 2000; Tabors, 2008). While early childhood and other classrooms in the United States are increasingly diverse, the teachers in those classrooms are unlikely to be of the same linguistic or cultural background as their students (Gay & Howard, 2000; Saluja, Early, & Clifford, 2002). Although teachers may have the best intentions regarding their interactions with children and families, it can be challenging to partner effectively with families that come from different cultural and linguistic backgrounds (Harry, 2008; Saffold & Longwell-Grice, 2008). To pursue effective partnerships in early education, there is a need to develop a better understanding of the ways in which interactions and language use with immigrant families can help fulfill teachers' good intentions. This article takes a culturally and linguistically responsive perspective regarding parent-educator partnerships. First, the authors briefly discuss selected factors that can affect partnerships with Latino families (e.g., language, culture, and power). Next, they present a case study of an early childhood parent-teacher conference in which challenges to partnerships are highlighted during a discussion of the child's subsequent year, kindergarten placement. Conference transcripts provide critical details that can lead to recommendations for early educators to develop partnerships with immigrant Latino parents and recognize Latino parents' advocacy on behalf of their children.