This qualitative embedded case study investigated the experiences and perspectives of 16 first-generation Hispanic immigrant parents on heritage language maintenance and bilingual education in the City of Brandon, Manitoba. Erika Serrano-Hidalgo conducted 5 individual face-to-face semistructured interviews followed by three focus group interviews with 11 Hispanic immigrant parents. The participants were divided into two subunits of analysis: Colombian, Honduran, and Salvadoran (CHS); and non-Colombian, non-Honduran, and non-Salvadoran (non-CHS). The study first examined the views that Hispanic immigrant parents have about the maintenance of Spanish among their children. Second, the study identified the difficulties that Hispanic immigrant parents experienced in their efforts to preserve Spanish as the heritage language. Third, the research identified strategies that Hispanic immigrant parents used in their homes to help their children to preserve Spanish. Fourth, the research examined power relations reflected in the experiences of Hispanic parents in their interactions with the school and examined how the nature of these relations impacts the home language maintenance among children. Finally, the study described the parents' perspectives of how school authorities, teachers, and the community can support them in preserving their native language and making informed decisions regarding heritage language maintenance and bilingual education. This article shares the study findings and recommendations.