||The purpose of this action research was to determine how family home journals affect student learning in two-step story problems in third grade Common Core math. Using a third-grade classroom in an urban, low-income area, elementary school as the project setting. The data was collected over a three-month period. The data sources include family home journals, pre- and post-tests, exit tickets, observations, informal conversations with students and parents, and a researcher's journal provided evidence of the impact of family home journals. Ten students participated in the phenomenological study. Family home journals provided extensive insight into the students' Funds of Knowledge to help create personalized two-step story problems. There was not significant student academic improvement on two-step story problems for my students when I incorporated their Funds of Knowledge into my teaching methods. This suggests that there is still a language-learning barrier in math two-step story problems. However, family home journals are one resource teachers can use to help bridge the distance between the students' home life and their academic life to make their students' education more successful.