The purpose of this study was to examine how a family literacy text linked to a large-scale, U.S.-based family literacy program either privileged or disprivileged dominant, Eurocentric literacy practices. More specifically, this study investigated the ways in which the family literacy text: (1) conceptualized literacy; and (2) constructed the role of mothers in supporting the literacy development of their children. Critical content analysis was used to identify themes, categories, and codes within the text. The findings from this study suggest that while the family literacy text conceptualizes home and school literacy similarly, it situates home literacy within a supporting role. The findings also suggest that the family literacy text positions parents as conduits between home and school and as instructional assistants supporting the work of their child's teacher. Thus, the family literacy text encourages parents to initiate communication with teachers, learn about classroom-based literacy practices, and incorporate similar texts and activities within the home. Based on these findings, the family literacy text seems to promote the transmission of school literacy, thus privileging dominant, Eurocentric literacy practices.