The Spanish-speaking Hispano-Latino diaspora demographic is the largest and fastest-growing English-learning population in the United States. In response to the needs present in these student demographics, two Spanish-speaking mothers and two English-speaking teachers participated in semi-structured interviews regarding their purposes and priorities for English-learning students' reading in English. Similar themes across all groupings included individualized interest in the student/child and high expectations for academic success. Differences in priorities for topical knowledge, purposes for knowledge acquisition, and guiding motivations for learning indicate effective communication between English-speaking teachers and Spanish-speaking mothers must focus on bridging these differences to support academic growth. Addressing common challenges to communication about differences guides professional development recommendations for in-service and pre-service teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]