In this presentation we will discuss two teacher-initiated bilingual reading programs conducted in school where 99% and 97% of the school population are from CALD (Culturally and Linguistically Diverse) backgrounds. These programs involve the reading of texts in multiple languages. Research suggests that ‘in early stages it [reading in the first language] can profoundly accelerate the development of reading ability in the second language.’-Krashen, S. (2004). Building on this research, we will discuss the ways parents and community members were engaged in the process. We will outline the processes and procedures used to establish and maintain this program and will share data that offers evidence of the success of this program and its impact on students’ English syllabus outcomes.