Teachers are the critical component of students' success in the classroom (NRC 2001), but families are the critical component of student success at home. When families and teachers develop strong relationships and build trust with each other, students benefit (Henderson and Mapp 2002). This is especially true in communities where home culture is significantly different from school culture, such as a new immigrant, largely Spanish-speaking classroom community. Over the course of the past three years, as coteachers, Lori Zimmerman and Michelle Brown have been building connections with families through science sensemaking. They have found science to be an effective way to connect with families across linguistic and cultural differences. This article shares examples and suggestions for how to engage more meaningfully with families during in-person interactions, as well as their more nascent explorations of family engagement during the COVID-19 pandemic. Although everything, including engaging with families, may feel more challenging during virtual learning, the authors share how they have leveraged the affordances of remote and asynchronous learning to invite families into their virtual learning spaces.