There is limited research that investigates parent perspectives with respect to their early elementary school children's home language use. The findings reported in this article are part of a dissertation study on parent perceptions of bilingualism conducted in Northern California. To fill the gap in research, this study investigates how first generation Latino parents create an additive bilingual (English and Spanish) environment in the home. The findings include home language maintenance strategies that, in some cases, contributed to children's increased use of Spanish. Limitations to the study include selection of subjects was not random, the number of participants was limited to six parents, and the study took place in the researcher's school.