This narrative autoethnography examines the complexity of experience in teaching Yoruba online as a grassroots Heritage Language (HL) with keen attention to families' efforts in maintaining and revitalizing Yoruba not only as a HL but also as a Less Commonly Taught Language (LCTL) in the national, international and transnational contexts. Inspired by omoluwabi beliefs and the ebunlingualism- language as a gift-framework, experiences are recounted to examine the vital role that such programs play in preserving linguistic diversity beyond seeing Yoruba as a LCTL but its importance in connecting people to their ancestrality and promoting belongingness. The role of parents and children as the custodians of their culture highlights the importance of agency, recognition of bi/multiliteracy skills, and transnational funds of knowledge. The implication is to challenge the notion that parents' desire to impart multilingualism exceeds elite multilingualism (Barakos & Selleck, 2019) but is also considered more of a connection to ancestrality. The paper also highlights parents and children as custodians of their HL traditions.