Located on the U.S./México border, The University of Texas at El Paso (UTEP) offers academic programs in K-12 school teacher preparation. Many of the courses integrate parents and families into teacher preparation courses. One example of effective adult/community learning is the "Parent Power Night" (PPN) component. This model builds a learning community (Eaker, DuFour, & Burnette, 2002), engaging university faculty members with preservice teachers and family members in effective teaching/learning activities. Pre-service teachers are concurrently enrolled in mathematics content and pedagogy courses, taught together in a "block" on the campus of a public school. PPN activities aim to engage parents and community members together with the university students in meaningful investigations of mathematical concepts. Preliminary evidence suggests that, in this predominantly Hispanic, high-poverty area, PPN activities have impacts on participating parents', children's and preservice teachers' knowledge and attitudes towards mathematics. An unanticipated outcome has been the impact on adults with limited previous formal education; many acquired the knowledge necessary to understand rather sophisticated mathematics concepts their children were learning in school. The paper will discuss instructional methods used and implications for effective adult/family learning of mathematics content in Hispanic communities.