This two-year autoethnographic action research study explores the processes a multiethnic/multiracial family uses to maintain their children's heritage language of Spanish and the family's multiculturalism. Data sources (including interviews and participant observations in the home and the dual-language school) specifically focus on the eldest child, Nelia, from her kindergarten and first-grade years where she attended a public dual-language program. The findings illuminate the integral link between the family's ideology toward valuing bilingualism and the necessity of school support.