This collective case study employs both family literacy theory (Taylor, 1983) and funds of knowledge (Moll et al., 1992) to examine the ways that Mexican American parents conceptualize and practice literacy in the home with their emergent bilingual elementary-aged children. "Emergent bilingual" is used to reference students who are gaining English as an additional linguistic repertoire (García, 2009). Drawing from questionnaires and interviews from a suburban Midwestern U.S. community, findings demonstrate how families position and mediate their languages and literacies within their homes and communities. Such findings illuminate how emergent bilingual families create distinct spaces to shape the identity and agency of their emergent bilingual children. Such findings are now incorporated into English Language Learner and bilingual teacher preparation courses so teachers can identify, describe, and understand the multifaceted literacy capacities of their emergent bilingual families.