This article explores the concept of narratives of biliteracy or how two bilingual mothers defined biliteracy for their families through the construction of narratives. This study is approached through a theoretical discussion of narratives to investigate how the two families constructed certain versions of their realities as they observed, interpreted and made sense of their children's experiences in reading in two languages. After presenting each family's narrative, this study will explore how underlying these narratives are language-driven ideologies that allowed each mother to construct different meanings of bilingualism and biliteracy for their families. The findings and conclusion suggest that these language-driven ideologies were based on how the mothers discussed the positive and negative effects that learning in two languages has on their children's educational and transnational experiences.