This project focuses on identifying the difficulties that Latinx Spanish-speaking mothers experienced when implementing a program in which they were asked to teach English literacy skills explicitly to their preschooler bilingual children at home. Progress calls between program coaches and mothers were transcribed and analyzed to identify difficulties from mothers’ perspectives. Critical discourse studies (CDS) (van Dijk, 2015; Chun, 2019) was used as a lens to analyze transcripts translated from Spanish to English. Latinx mothers implementing this program reported struggling with (1) allocating time for explicit instruction, (2) navigating online spaces to access program resources, (3) assessing their children’s English reading skills, (4) and their children resisted their usage of English and often positioned them as illegitimate users of English.