Children of Latino immigrants in the United States encounter ecological stressors that heighten their risk for depressive symptoms, externalizing behavior, and problems in school. Studies have shown that affirming parent–child communication is protective of child depressive symptoms and accompanying problems. The purpose of this study was to assess the efficacy of an adapted mother–child communication intervention for Latino immigrant mothers and their fourth- to sixth-grade children delivered after school. The intervention, Family Communication ("Comunicación Familiar"), was delivered at children’s elementary schools in six sessions lasting 2 hr each. Significant improvements were found in children’s reports of problem-solving communication, with their mother and mothers’ reports of reduced family conflict. Strengths of the intervention are improved mother–child communication, acquisition of communication skills that can transfer to relationships within the classroom, and a design that allows delivery by nurses or other professional members of the school support team.