This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children's education, and how teachers activate families' capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; and resistant capital by prioritizing their children's heritage language. The five participating teachers activate families' cultural wealth by knowing their background; communicating high expectations; sanctioning culturally sustaining spaces; modeling strategies for at-home support; and creating a safe school environment.