This study explores heritage language (HL) learning and literacy practices in Irish-Chinese families, focusing on children under 8 years. Grounded in Vygotsky’s (1978) sociocultural theory and supported by Bronfenbrenner’s ecological systems theory, the research examines the interactions between parents and children in HL learning and explores how language and literacy practices contribute to HL development. Although the Chinese language is gaining prominence in Ireland and is now included in the Leaving Certificate examinations (CSO, 2023), its role as a heritage language remains underresearched. This study addresses this gap by offering theoretical and practical insights into HL learning in multilingual contexts. A multi-method approach was employed, encompassing three phases. Phase 1 involved an online questionnaire completed by 124 Irish-Chinese parents of children aged 0-8, focusing on home language environments and HL literacy practices. In Phase 2, interviews were conducted with 25 children aged 3–8 to capture their perspectives on HL learning and reading. Phase 3 included semistructured interviews with 25 parents to explore their experiences and views. Quantitative data were mainly analysed using descriptive statistics, and qualitative data underwent thematic analysis, ensuring a comprehensive understanding of HL learning experiences. Findings show that Irish-Chinese parents actively support HL maintenance through frequent language exposure, early shared reading, and engagement with extended family and community networks, despite limited resources and English dominance. Reading emerged as a significant activity that encourages children’s engagement with their HL, sustains cultural continuity, and strengthens family bonds. The study highlights the need for policy support extending beyond the home to promote early HL learning and literacy, thus reflecting and supporting Ireland’s growing linguistic diversity. Moreover, the study highlights children’s active agency in shaping their language and literacy experiences, driven by sociocultural contexts, familial connections, cultural identity, and personal preferences. These findings emphasise the importance of responsive and child-centred approaches that recognise children as active contributors to HL learning and literacy practices.