Community-based heritage language (HL) programs can empower culturally and linguistically diverse students and families to construct hybrid practices linking home and school knowledges to promote learning. This study focused on the analysis of critical incidents in one Spanish HL program involving both youths and adults. Findings revealed the ways participants challenged the privileging of commodified knowledges by leveraging community cultural wealth and negotiating their roles in the alternative learning space. Discussions regarding the transformation of individual knowledge into shared knowledge are provided for educators to further explore ways to create more equitable learning spaces for all learners.