Immigrant parents are being challenged in several different ways to maintain their heritage language (HL) in the United States. Majority White, affluent communities are one of the many complex language ecologies that exist across the variety of U.S. societies. The research setting of this study, Southern California, is one of the wealthiest geographies in the United States according to data produced by the U.S. Census Bureau (2020). As heritage language maintenance (HLM) continues to be at risk in the United States, little is understood about the relationship that these affluent communities have on immigrants raising children there and vice versa. Furthermore, how we understand bilingualism today has completely reversed course. Data continues to show that dual language development children are producing exceptional results both cognitively and socially. As bilingualism becomes more widely promoted, political dogmatism that portray immigrants and their HL as a threat to an English-only United States is simultaneously competing to grip the dispositions of many. At the convergence of these contentious ideologies, affluent U.S.-born parents are wrestling with these lurking subconscious biases and the empirical momentum that bilingualism augments their child's intellectual development. This study employed a mixed methods approach through an explanatory sequential design to uncover how that intersection is unfolding by using descriptive statistics and crosstab analysis to interpret rich statistical data from questionnaires. The themes produced from the quantitative findings were then substantiated qualitatively by interviewing both immigrant and U.S.-born parents to provide insight into how HLM is being impacted by affluency. The results of this study showed an overwhelming amount of support from U.S.-born parents residing in the affluent communities of Southern California by demonstrating positive perspectives towards immigrants and their right to HLM. Immigrant parents held mostly positive perspectives in their personal pursuit of HLM but showed concerning signs of misguided strategies to execute on this positive perspective to participate in HLM. Immigrant parents were unwilling to recognize their shortcomings in creating strong HLM home environments and were further reluctant to embrace new digital transnational practices. A critical driving force behind these positive perspectives for HLM is the motivation to create bilingual children as more wealthy families recognize the multitude of its benefits and how it can provide advantages in a domestic and international work environment. Findings also revealed that affluent Southern California communities are becoming more adept at culturally understanding other ethnicities by being educated in college, through culinary arts, and by participating in local and regional recreational sports. Although U.S.-born parents lack the pedagogy to capitalize on moments to teach their children about diversity, data showed that there are productive indications that affluency and diversity can coexist by exploiting the momentum for bilingualism by instituting more two-way immersion education programs. [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.]