<p>Quality family–educator partnerships are central to equitable outcomes in Early Childhood Education and Care (ECEC). For culturally and linguistically diverse communities, sustaining children’s heritage language is an important dimension of early learning and identity. While online platforms are increasingly used to connect families and educators, little is known about how parents experience their role in such initiatives. This qualitative study investigated Farsi-speaking parents’ perspectives on a Zoom-mediated heritage language program in Australia. Seven parents participated in six online sessions with their children, followed by semi-structured interviews. Data were analysed thematically. Findings show that parents navigated proximity and autonomy in supporting their children, provided scaffolding and clarification during literacy tasks, and used songs, routines, and rewards to sustain motivation. Parents also described how everyday practices reinforced cultural identity and how the facilitator’s authority, responsiveness, and encouragement shaped engagement. By foregrounding parents’ voices, the study demonstrates that high-quality interactions in online heritage language learning involve a balance of parental support and child independence, reinforced by culturally responsive facilitation. These findings highlight innovative ways to strengthen reciprocal family–educator partnerships and suggest that online heritage language programs can create equitable, identity-affirming opportunities in early childhood contexts.</p>