This qualitative case study examined the home language and literacy practices of five temporary immigrant African families in the U.S. Midwest. The language and literacy practices of these families were explored through a view of language and literacy beyond reading and writing. Data collection methods included semi-structured interviews with parents and the compilation of artifacts throughout the study. Findings indicate that temporary immigrant African families engage in various multimodal literacy practices in their homes. These practices range from multimodal approaches to language and literacy (images, sound/music, and written sources) to created literacy practices and translanguaging. Their wide-ranging approaches to literacy comprised different modes of representation, including digitally mediated and print literacy, that were enacted and interacted with during the meaning-making process. This study sheds light on the significance of understanding the distinctive ways individuals engage in literacy across different socio-cultural settings. Furthermore, the study highlights the rich and meaningful ways transnational families adapt to their new surroundings and struggle from the margins to resist hegemonic linguistic powers. This investigation adds to the critical literature on immigrant communities’ literacy practices and knowledge rooted in their transnational experiences and the creative and communal ways transnational families contribute to their children’s learning journeys.