In this article, Enrique Sepulveda draws on an array of theological, anthropological, and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of "acompanamiento". Sepulveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepulveda merged critical literacy, poetry, and storytelling into a relational "pedagogy of the borderlands" through which the students could speak back to society and the educational institutions around them. Sepulveda calls on educators of transmigrant students to find their own ways to "acompanar" students through the liminal spaces of schooling. (Contains 5 notes.)