This paper presents part of the results of a qualitative study about literacy practices of Mexican transnational mothers, who live in and frequently cross the border between two countries (the United States and Mexico). Drawing on sociocultural approaches to literacy and literature on transnationalism, I analyze one practice: "leer juntas" (reading together). "Leer juntas" is a literacy practice that mothers shared with their daughters, as a part of maintaining the Spanish language as well as Mexican ways of living and being. It is also a transnational literacy practice, which connects the mothers with other relatives across the border. Finally, in some cases it is a biliterate practice, where daughters and mothers use both English and Spanish. The paper concludes with recommendations for practice. (Contains 1 table and 7 notes.)