We live in a time when we need to consider the role current trends in immigration play in our schools and the ways in which they are both historically and politically connected. This work recognizes that it is critical to develop an understanding of immigrant families in order to inform and transform pedagogy and address the grave inequities that exist in our nation's schools (Kozol, 1991, 1995, 2005). To this end, this study explores the lives and literacy practices of Latino immigrant families in a suburban community. The documentation of a wide range of literacy practices and the "funds of knowledge" (Moll, 2005) present in the homes of the families, is considered through the integration of multiple paradigms including: sociocultural perspectives, social psychology as it relates to issues of identity, and in the sociopolitical and historical context. From the existential tenet that recognizes the intrinsic value of all human beings (Flynn, 2006), analysis of the data challenges the hegemonic and deficit based systems currently at work in our nation's schools and explores a variety of pedagogical alternatives.