Racial and ethnic diversity has increased dramatically over the past 35 years, enriching our public schools with students whose families embody a global village. Of the children born in the U.S. to at least one foreign-born parent, the majority are Hispanic. This is a pattern that reflects the recent rise of immigration from Latin America. Approximately 16% of English language learners who are Hispanic/Latino are first-generation immigrants (U.S. Census Bureau, 2013). The demographics of the nation's students imply that most, if not all, teachers can expect to have English Learner (EL) students in their classrooms (U.S. Ed. NCELA, 2015). This paper describes how a strategic partnership and a commitment to a common agenda led to gains for EL students who are Hispanic/Latino and their parents who live in Detroit. It demonstrates a combined and focused effort that resulted in a collective impact for families. With a common agenda, professional development, continuous communication, and ongoing technical support, this mutually reinforcing partnership enriched the social capital of programs and delivered the promise of two-generation educational success.