This article features the literacy practices, resources, and strategies reported and observed in two households, by Latina mothers and their children in elementary school. Drawing on asset-based frameworks (funds of knowledge, transnational literacies, and family language policies), the analysis presents case studies of two households, featuring the perspectives and practices of mothers and children who participated in a community-based family literacy program. Findings center on issues of access to texts and technology, views on academic literacy practices, and selection of educational resources that promote bilingualism, biliteracy, and transnational understandings of culture and inequality. Implications for text selection, inclusion of bilingual language practices, and collaboration with families in equitable home-school partnerships are described.