Children from multilingual families often attend preschool programming that engages in school readiness including school-based language and literacy through play. This article problematizes the privileged position of school-based language and literacy. Proposing all literacies and languages are equally important, what is the relationality of multilingualism and multiple literacies in an assemblage with families engaged in minority education? Two 7-year-old girls, their mothers, and the researcher discuss literacies, multilingualism, and learning. The conceptual and analytical lenses of Multiple Literacies Theory and rhizoanalysis deterritorialize arborescent learning and reterritorialize learning rhizomatically. Through problematization, multilingualism, multiple literacies, and minority education conceptualize differently.