USAID LifeLong Learning project implements a multi-pronged bilingual education model[1] supporting the development of students’ early grade reading in the Guatemalan western highlands. The intervention incorporates a socio-ecological model[2] to support the individual student learner while bolstering structures that contribute to his/her educational success, working at the family, school, municipal, departmental and national levels of the Guatemalan educational system. Socio-ecological model intervention involves working with parents in their children’s education (Parents’ Classrooms methodology), collaborating with community members to draft educational plans to support reading, providing community mini-libraries, working with school principals to develop educational materials, providing principals with protocols to develop reading skills, in-service teachers training with certifications in reading, organizing reading festivals and implementing an awareness campaign. Preliminary findings indicate positive changes in participation in classroom for parents; production and use of materials; self-efficacy; change in norms; reading skills acquisition; leadership skills; and parenting skills.  By targeting the distinct spheres influencing children’s learning and articulating and implementing strategies for each sphere, it appears that the project has made some inroads in the following ways. Implications for MOE actions to engage parents are discussed.   [1] The bilingual education model includes methodological guidelines for classroom instruction; education human resource professional development, educational coaching, family and community participation, educational resources, reading circles, learning communities, monitoring and evaluation, and action research. USAID and Ministry of education (2013).  A literacy model for bilingual and intercultural environments (in Spanish Modelo de lectoescritura en ambientes bilingües e interculturales).  Retrieved 27 September, 2016, from http://www.usaidlea.org/images/Modelo_EBI_17.10.13.pdf [2] Bronfenbrenner (1986) Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, Vol 22(6), 723-742. http://dx.doi.org/10.1037/0012-1649.22.6.723