In this theoretical article, the author explores the perceptions that drive the development of family literacy programs aimed at preparing limited-English-proficiency (LEP) families for schools in the United States. Examining English language learning with regard to power dynamics within a society and culture, the article considers the spectrum of approaches to family literacy ranging from efficiency-driven deficit models to more holistic community- and family-centered models. The author argues that a critical inquiry-based approach to family literacy programs, based on Freirean principles of problem posing, can better serve LEP populations in their transitions into U.S. school systems. The article examines three inquiry-based family literacy programs through the lens of a critical problem-posing framework and ends with suggestions for program development and future research.