This study of participants' contributions to a university-based family literacy program was informed by both "funds of knowledge" (Moll, 1992) and "multiple literacies" (Auerbach, 1995). The study examined participants' contributions to the design, implementation, and evaluation of a university-based family literacy program. In keeping with the literature on "funds of knowledge," Kumar conceptualized participants as competent contributors, with expertise and experience related to education, literacy, child development, and numerous other areas. As a way of integrating participants' expertise and experiences into the program, the "multiple literacies" model of family literacy was utilized. To that end, the program was designed around participants' expressed needs and concerns by asking participants to play an active role in the implementation of workshops and by soliciting feedback from participants regarding all aspects of the program. Participants' contributions were viewed not only as a source of information regarding family literacy but also as an important part of the program curricula. By employing a collaborative approach to family literacy and recognizing participants' experiences and "funds of knowledge," family educators can devise programs which not only meet participants' needs but also represent partnerships between educators and the families they serve.