As Texas schools become increasingly diverse, educators are presented with opportunities to build on students' linguistic strengths and engage in transformative literacy teaching. Culturally sustaining early literacy instruction provides an avenue for teachers to support multilingual learners by leveraging their linguistic and cultural experiences as assets in reading development. This paper is organized into two sections: (1) an overview of culturally sustaining early literacy instruction and the contributions and limitations of the knowledge base associated with the Science of Reading (SOR), relating to multilingual learners; and (2) a description of three instructional strategies that support multilingual learners. The authors aim to disseminate this information to educators spanning K-16, fostering awareness of practices that educators can revisit and reassess as they tailor their instruction for multilingual students.