This article highlights how a community-organized language school that teaches Persian serves as a site of diasporic cultural production. Specifically, I examine how the school serves as a site to teach the Persian language, delimit cultural meanings, and facilitate a sense of belonging and community membership among a diverse group of parents and children. This study also endeavors to situate the views of parents, teachers, and students in this exploratory case study within a larger history of diasporic Iranian experience in the United States. In doing so, the analysis shows that community education efforts remain vital to the understanding and exploration of notions of identity and culture that may be socially contested and produced within diasporic communities.