Synergistic interchanges among child, family, and broader systems relate directly and indirectly with one another over time to foster early linguistic and literacy development in a dynamic, multiplicative fashion (Dickinson & McCabe, 2001). Such findings support the development of integrated programs aimed at enhancing early language and literacy outcomes using a multisystemic approach. Using multisystemic integrated approaches are especially advantageous for language minority children. For these dual language learners, both classroom and family practice activities predict their learning and do so in complimentary fashions, with classrooms more directly influencing English and literacy development, and families strongly contributing to broader linguistic and home language development (Duursma et al., 2004; Ezzell, Gonzales, & Randolph, 2000; Yaden, Smolkin, & Conlon, 1989). The greater the consistency across home and school in using specific approaches, the higher the potential for developmental growth among dual language learners (e.g., use and support of two languages, techniques for facilitating linguistic and literacy engagement; Cairney, 2002). In this chapter I present a multisystematic, integrated approach to language and literacy development that is especially culturally and linguistically relevant for migrant and seasonal farm worker (MSFW) families. The remainder of the chapter describes the creation of such a multisystemic intervention for MSFW preschoolers along with results from a study with 353 young MSFW children. (author abstract)