This report examines media use in Hispanic-Latino families with young children in the United States. Drawing from data from a national survey of parents of 2- to 10-year-olds, it extends the findings from an earlier report that sheds light on educational media use among American families (Rideout, 2014). Those findings pointed to the need to more deeply understand how Hispanic-Latino families with young children use media for learning. Hispanic-Latino families hail from a spectrum of language, access, country of origin, generational status, education, and other socio-demographic markers. These analyses aim to add to a fuller understanding of the media experiences and family contexts of children growing up in these families. In this study, we look at media access among Hispanic-Latino families, children's use of content that parents considered educational, parents' perceptions of their child's learning from educational media, parents' own use of technology for their learning, and parent-child joint engagement in media use. We also describe ways in which media can encourage conversations and extend playful activities. Given the importance of language as a proxy for a range of other socio-economic markers (including income, media access, and generational status), this study also closely examines media use by families that speak only English, only Spanish, and those that speak both languages. Case studies from ethnographic research further illustrate these issues. The report concludes with a set of implications for practitioners, designers, and researchers. (author abstract)