The purpose of this phenomenological study was to explore the lived experience of 6 parents who enrolled their elementary-aged children in a weekend private language program to learn Chinese in the mid-Atlantic region of the United States. Elementary age is the ideal age to begin foreign language learning to attain proficiency in adulthood (Trafton, 2018). Although there is an increasing desire to nurture young people for global citizenship by means of learning foreign languages, there is a decline and an inconsistency in foreign language program offerings among U.S. elementary schools. On the other hand, the community-based language programs, sustained mostly by parental support, are expanding (Wang, 2017). There is limited qualitative literature on parents' motivation and experiences in enrolling their children in foreign language learning in America. This research study, which explored the lived experience of weekend language school parents, was guided by three questions: (a) How do parents describe the role of learning multiple languages in U.S. society for elementary-aged students? (b) How do parents describe the decision-making process for enrolling their elementary-aged children in a private weekend school to learn Chinese in the United States? (c) How do parents' perspectives on foreign language education for elementary-aged students change after living through their children's learning experiences? The researcher purposefully recruited 6 parents with diverse backgrounds in this study to collect and analyze qualitative data through semi-structured interviews, demographic questionnaires, and observation notes. This study produced three results: (a) foreign language education at the elementary school level plants the seeds to develop a global student for the future; (b) national and local education policies are crucial elements in nurturing the country's language talent; (c) position locally to remain competitive globally. The results are intended to enrich the understanding of policymakers and educators on how to nurture elementary students to develop global competency through foreign language learning. Since these results also indicate the social landscape of the community, they are indirectly valuable to local leaders who are interested in enriching cultural identity and intersectionality in their regions. [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.]