Teachers' knowing about students and their families is critical to ensuring relevant classroom instruction. The "Family Storytelling through Dichos" approach is explored as a culturally and linguistically appropriate mechanism for learning about students' backgrounds. This article posits that this approach may be a viable one, since it is rooted in the Hispanic culture and language and integrates three critical elements (a) familism, a core Hispanic cultural value; (b) storytelling, a vehicle for exploring families' identities; and (c) "dichos" or popular sayings in the Spanish language, authentic cultural constructs present in Hispanics' everyday oral discourse.