This qualitative study examined the perspectives and experiences of seven focal families from Mexican immigrant backgrounds that participated in collaborative project-based learning in their children's bilingual classroom. Projects centered on children's experiential knowledge, and were created bilingually. Findings indicate that parents perceived project-based learning as an uncommon practice at the school. This perspective was also accompanied by parents' memories of their own schooling experiences in Mexico with project-based learning, often contrasting them with reductionist tasks their children receive. Parents attributed value when projects fostered their children's agency and interests, which led to their excitement and shared engagement. However, such unfamiliarity also caused anxious feelings of uncertainty regarding how to start, the desire for examples, and time restrictions. Implications discuss opportunities for an organic and inclusive approach toward project-based learning that integrates families' linguistic, cultural, and experiential knowledge. [ABSTRACT FROM AUTHOR]

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