This study explores how migrant parents advocated for themselves and their children in a family literacy program, revealing complex dynamics between participants and institutions. Through analyzing parents' narratives about learning English during group activities, valuable insights emerged about how families engage or not in educational programs. The findings highlight how parents' voices emerged during ESL classes, while also showing ways that the library either supported or hindered their participation. Using positioning theory analysis, findings show how parents pushed back on attempts by the institution to marginalize them in light of educational reform and local anti-immigration attitudes that attempted to create barriers for immigrant parents by reducing authentic engagement in class.