This paper presents the voices of 16 Latino immigrant parents whose children were upper elementary students in a bilingual education class in the southwestern United States. In interviews that focused on their children's language learning and usage, the parents spoke of a commitment to a better life for their children. All believed that English proficiency and bilingualism were keys to social and economic advancement and that speaking Spanish represented an essential tie to familial and cultural roots, and all demonstrated awareness and involvement in their children's education and language use. Many parents had begun to notice subtle signs of Spanish erosion and resistance, despite the fact that Spanish was the home language of all. To counteract the social and political forces drawing their children away from bilingualism, the parents were using a variety of strategies although most of them worked long hours simply to survive, and thus, had little free time. This study urges that educators take the time to listen and learn how parents are able and willing to assist their children.