The purpose of this article is to counter widespread deficit discourses about Latino parental involvement in their children's education. In particular, we show Latino immigrant parents' views and understandings of curricular and pedagogical practices in elementary school, especially in mathematics. Using data from the Agency and Young Children project, a video-cued ethnographic study, we highlight voices of Latino immigrant parents that describe their understanding of, and attention to, differences in mathematics instruction between theirs and the American culture. Our work suggests the need to create a bridge for communication between home and school to better prepare bilingual students to face the educational challenges they experience, particularly during mathematics instruction.