This study explored the language and literacy practices of multilingual families in Cyprus, Estonia, Germany, Israel, and Sweden during the COVID-19 pandemic. The study focuses on the different roles of family members in language transmission in order to understand whether these practices might have been influenced by the COVID-19 pandemic. We aimed to answer two key research questions: RQ1, whether and how the pandemic conditions affected the heritage language, societal language acquisition, and heritage language literacy learning environments in the five countries examined (Cyprus, Estonia, Germany, Israel, and Sweden); and RQ2, what is the nature of child and parental agency in facilitation of the possible changes in the corresponding five countries? Fifty semi-structured interviews (ten in each country) were conducted. The data highlighted the factors that triggered changes in family language policy during the pandemic and the role of the child’s agency, parents, extended family, and social network during this period. Based on our findings, we argue that the pandemic conditions gave the children new opportunities for agency when it comes to language and literacy choice and communication with extended family members. This even facilitated new sources of input and suggested the active role of a child as an agent in shaping family language policy in the family.