Educational partnerships happen at the crossing of early childhood education and care (ECEC), families, and the surrounding community, and play a notable role in student educational success rates. There is a research void on the role and potential of ‘partnership’ in the case of bilingual families with children enlisted in monolingual minority language ECEC. This inquiry tries to fill this gap by exploring parental and practitioner discourses on partnership and on abilities, competencies, desires, and obligations involved in acting on a bilingual childhood in the context of monolingual minority ECEC. Parents in nine Finnish–Swedish bilingual families and six pedagogical practitioners at three Swedish-medium minority language ECEC units in Finland were interviewed. Applying ethnographic discourse analysis on the interview data, it was found that the family languages (Finnish and Swedish) were not given similar weight; Swedish, the minority language in Finland and the language of the ECEC, was foregrounded at the detriment of Finnish. The inquiry proposes that partnership is a helpful notion and a tool to grasp the opportunities and dares involved in fostering bilingualism in ECEC, particularly in the context of a minority language ECEC.