The presenter, Director of a university-based Irish Language Centre, discusses changing approaches to Irish language support for parents over a twenty-year period. She critically reflects on how current perspectives and practices and a focus on language learning and well-being have come about. An overview of key approaches and initiatives is presented. On-campus language programs for parents were delivered in the early years. These continued subsequently at local schools and on community radio, and materials design and revisions were key concerns. Short weekend immersion programs were also supported. The next project involved the training of facilitators who guided structured community-based Irish language discussion groups for parents. This laid the foundation for BLÁTHÚ (Flourishing), a current initiative. BLÁTHÚ focuses on family learning and community-university participatory research partnerships, co-designed by parents, practitioners, and researchers; and tailored from the outset to impact on parental well-being and empowerment. The aha moments along the way are identified in the analysis of data sets from L2 interventions. Factors influencing shifts in approach are shared to contextualize the data. The application of transformative learning theory, from 2011, was pivotal while the implementation of the principles of Community-Based Participatory Research, following the presenter’s training as a UNESCO Knowledge for Change mentor, marked another wave of change in 2019. The importance of localized participatory approaches to the design of minority language support, and the scope of looking beyond cultural impact towards impact on well-being, is flagged in the data analysis and discussion. Public consultations and ongoing interactions with critical colleagues are considered hallmarks of the Centre's method. Finally, the role of universities to co-create sustainable university-community research partnerships and encourage practice-sharing opportunities is promoted.