In this article, the authors provide snapshots of a student's case in which she received an Individualized Education Program (IEP) after being diagnosed as having a speech and language disorder in an urban Head Start program located in the northeast region of the United States. This case can shed light on the complexities of the literacy practices of young children from immigrant families in the contexts of their families and school lives. Furthermore, the authors highlight the importance of enacting culturally relevant/responsive pedagogy (CRP) and offer CRP-oriented literacy teaching suggestions on caring, fostering, and empowering young children's multilingual language development and their individual literacy practices transitioning from home to school.