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Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability selfconcepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; Mage¼ 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/ cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents.