This article examines kids' talk about cars, exploring what their talk reveals about the dynamics of family life among families with teenagers.1 Using indepth and focus group interviews with teens, this article identifies how the car serves as cultural object around which parents and kids collaboratively negotiate both kids' autonomy from the world of family and their increasing responsibility to family that usually follows learning to drive. Highlighting the accounts of teens, this article identifies the central role of gender, class, and culture as parents and their young adult children collaboratively negotiate around the car. This analysis sets these family negotiations within the context of broader economic and social shifts often associated with "the new global economy," including changing demands of work, mounting economic pressures for American families, and the eclipsing of family members' free time. J orge, a bright young 17-year-old Latino, is a senior at Bernards, a prestigious all boys school in the Northern California city where this research was conducted.2 Jorge is a lot like the other young men who attend Bernards: His priorities are academic, he is actively involved in a host of extracurricular activities intended to boost his college applications, and he feels assured that his dreams of a bright future will be realized. But every day after school, after he has finished football practice or one of the many other school-based extracurricular activities he pursues, Jorge boards two buses for the 2-hour ride that brings him across town to the Eastside where he lives with his mother and father. To outsiders, the city's Eastside is viewed as a hotbed for gang activity. But a more complex depiction is one that reveals the Eastside as one of the largest ethnic enclaves for the Vietnamese and Latino communities in the county. And although it has more than its share of rundown houses, over-55