This thesis study examines the home literacy experiences of two Hmong children who are dual language learners. The research consists of two case studies in which each case specifically focused on one child's literacy-related activities at home. At the time of data collection, both children were two years-old. Data was collected through multiple home observations of the children as well as several interviews with the children's mothers about their child's home literacy experience. Through the use of data triangulation and discourse analysis, results indicated that each child engaged in some literacy-related activities at home; however, their home environment is not fully conducive to early literacy development. The study provides several suggestions for parents to help support their child with early literacy at home. Additionally, the study strongly suggests that the participants' community create a Hmong Family Literacy Program for Hmong families as an initiative to support children's home literacy experience.