The purpose of this study was to identify the family literacy practices of low socioeconomic, LEP, Hispanic families, with parents who had low levels of parental education and whose children were successful in math and reading. An ethnographic approach was employed by the researcher to gather, collect and analyze the data. The researcher interviewed and observed the home environment of 10 Hispanic families with deficit factors whose children were successful students in math and reading. Additional interviews of 5 experienced Bilingual Certified Language Acquisition Development [BCLAD] teachers were conducted. A discussion of the results reviewed findings of interest from the study. These findings were as follows: (a) families implemented a variety of purposeful and effective strategies within the context of their home environment to support and develop their children's Spanish and English literacy, as well as their own; (b) families and school shared common expectations and values in regards to academic achievement; (c) families aspired to a better life; and (d) the effectiveness of the school in providing resources to meet the needs of children and parents contributed to the families' efforts to support and develop literacy. The relationship between the findings of the study and prior research have also been included in the discussion section. This study provided school administrators with recommendations to assist families with deficit factors in their efforts to foster their children's success in math and reading. Suggestions for additional research were also offered.