This paper examines the issues surrounding low-income immigrants in the U.S. and the ways they shape the educational experiences of their young children. Using a multidisciplinary lens including sociology, family studies, education, and mental health, the authors analyse multiple perspectives towards the educational experiences of children in low-income immigrant families. After providing a sample case study focusing on the educational experiences of Burmese refugee parents with early elementary education (Grades K through 3) in the Midwestern United States, the authors frame desirable responses from policy and practice that would best support the educational experiences of young children in low-income immigrant families including (a) understanding cultural strengths, (b) creating a positive and inclusive classroom environment, (c) supporting bilingual and bicultural competencies, (d) providing immigrant families with leadership opportunities, (e) teacher professional development on mental health and poverty, and (f) building integrated supports for the family.