This study aimed to define the roles played by Multilingual Learning Facilitators (MLFs), a novel post created to facilitate non-Chinese-speaking (NCS) pre-schoolers in learning Chinese in Hong Kong, based in community agencies. Qualitative analysis of field observations and interviews with MLFs and social workers found that roles fell under teaching-related and social work-related categories. For teaching-related roles, MLFs facilitated learning of Chinese in NCS pre-schoolers, assisted social workers in classroom management during activities, engaged NCS parents, and fostered communication between social workers and NCS parents. For social work-related duties, MLFs offered consulting for NCS parents dealing with issues, and also fostered communication between social workers and NCS parents. These roles are made possible due to MLFs’ language and cultural expertise of that of NCS families and the local Chinese community. This addresses current limitations faced by teachers and social workers in their roles in teaching NCS students, and expands resources available for NCS families, from schools to the community, in supporting their children in learning Chinese, potentially opening up opportunities for NCS children to integrate into the local community.