This chapter presents a case study of an action research project centred on a multilingual storytelling initiative designed for emergent bilingual learners aged six to seven. The project explored how storytelling, when approached through a translanguaging lens, could foster early engagement with reading and writing. The findings demonstrate that multilingual storytelling not only enriched children’s literacy experiences but also affirmed their linguistic and cultural identities, promoting confidence and oral language development. By allowing learners to draw on their full linguistic repertoires, the approach cultivated deeper participation and connection to literacy practices. The chapter argues that embedding multilingual pedagogies in the early years is vital for equitable and meaningful learning and calls for strengthened teacher education to build the knowledge, skills, and dispositions required to support plurilingual learners effectively.