Two-way immersion schools are growing in popularity throughout the United States. An emerging issue is to what extent these schools are able to connect with parents from multiple communities. This article describes an effort to connect parents with the school and one another through parent language classes at a Spanish/English two-way immersion elementary school in North Carolina. Evidence of parents building bridges, gaining new knowledge, and imagining a new future were analyzed using the third space theory (Bhabha, 1994; Gutiérrez, 2008), which revealed progress to tap into third spaces while identifying areas for additional development.