The aim of this study was to utilize an exploratory and descriptive lens to examine the literacy beliefs of refugee mothers of preschool aged children, who were enrolled in a refugee family literacy program (n = 19). Through use of a survey, mothers' literacy beliefs as related to the home literacy environment and schooling were examined. Results indicated that on average, even though the mothers expressed beliefs that parents should be somewhat involved in their children's education, they also expressed it was more the role of the school to prepare children academically. The results of this study indicate a contrast between the literacy beliefs of the refugee mothers who participated in the study and the traditional parent/family involvement paradigm prevalent in many U.S. schools. Implications for research and educational practice are discussed.