Reading achievement and academic challenges of Sudanese children were investigated. Sudanese parents, and their children, and English as a Second Language (ESL) teachers were interviewed. Parents' and children's interviews were transcribed and four themes were generated from the data: Cultural Differences/Practices; Parent roles and expectations; Home-school relationships/interactions; Teacher expectations and practices. Results reflect the willingness of Sudanese parents to work with teachers; the need for teachers to form strong parent-teacher relationships; and for teacher practices that support students' literacy within the classroom context. Teacher interviews were used to provide a better understanding of Sudanese home-school relationships and educational issues.