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The purpose of this paper is to illustrate the impact that family- and school-level concerns about technology use can have on how lower-income Latino students engage technology for learning. It uses data from qualitative interviews with 110 parents and 106 children of Mexican origin attending two school districts in Arizona and California to examine how technology concerns or adults surrounding children can limit or enable student learning. Using Bronfenbrenner’s Ecological Systems Theory as the conceptual framework, this research expands our understanding of the role that parents’ and teachers’ perspectives about technology use play in students’ development of digital literacy skills. The results highlight potential disparities in students’ ability to build technological self-efficacy relative to parents’ and teachers’ comfort with technology.