The present study seeks to leverage the voice of the caregivers to make visible the existing shared caregiving structure and culturally salient decisions Chinese heritage, low-income families have in nurturing preschool-aged children’s home learning routines. This project will interview pairs of caregivers from the same family and use an interpretative phenomenological approach to explore caregivers’ meaning-making processes related to cultural orientations, childrearing routines and approaches, relationships with the co-parent, and children’s early learning. Findings can inform programs such as Head Start to integrate home and school routines when strengthening young children’s approaches to learning. Moreover, findings may be applicable also to families outside of this specific group (i.e., Chinese heritage low-income families), including families from other ethnocultural backgrounds that also value shared caregiving (e.g., Latine and African American families), and families with low-income in other ecological contexts (e.g., single parents with kith and kin support).