The participants in this qualitative study were parents of children in grades 1-3 who attended an elementary school in a low-income, predominantly Latino urban neighborhood. The children were identified as struggling readers through teacher nomination and standardized assessments, and they received reading and writing intervention through an in-school pullout program and through a once-a-week, afterschool University-sponsored tutoring program. The purpose of this study was to gather the views of parents about their children's experiences in literacy learning and intervention, parents’ perspective of their role in their child’s literacy learning, as well as the ways parents described their child as a literacy learner. Fourteen parents were interviewed regarding literacy practices in their homes, views of school literacy instruction, need for information on helping their children at home, and suggestions for improving home-school connections. Follow-up