This qualitative study examines the literacy and language beliefs and practices of 28 Latino/a children from Grades 1-7 in a South Texas colonia, or unincorporated area. Instruments included staff surveys and participating children's 24-hr reading logs, interviews, and participant observations. The children had limited access to books, mostly during the summer, and most reported having negative attitudes toward reading. They also showed a preference to read in English rather than in Spanish. Implications of access to printed literacy and the language shift of colonia children to English are also discussed.