Haitian Creole, or Krey'ol, has a unique history because it is historically an oral language; however, significant efforts have been made to standardize its orthography and to promote its literacy base. It also comes from a diglossic society: Haitian Creole is spoken in familiar settings such as the home, while French is used in formal settings such as government spaces. While Haitian Creole is the source of national pride for many Haitians, it is unfortunately stigmatized by many, and many Haitians do not read or write in Haitian Creole. This brings up new questions regarding parents' needs within a literacy program. For example, it was unknown if Haitian families in Miami-Dade would want books in Haitian Creole for their children. As such, the authors also sought to examine how the family reading program Baralt et al. 729 could best support Haitian families' needs in addition to other minoritized families. To this end, the overall aims of this study were to: (1) Characterize the literacy environment of families in Miami-Dade County, including (a) books and supporting materials, (b) time spent engaging in shared reading, and (c) facilitators as well as barriers of reading. (2) Learn about Miami-Dade families' hopes and goals for their children's literacy, as well as their concerns and worries. (3) Identify family needs and preferences regarding the design of a family reading program, including (a) books, (b) guides, (c) trusted resources for support, and (d) preferred modes of communication between the program and participants.