In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys--deemed to be "at-risk" or "struggling readers"--were not knowledgeable of prevalent school discourses and interactional sequences, they had sophisticated linguistic understandings and knowledgeable communicative practices. Yet, "good" and "successful" literate subjects were defined according to how well a child's literacy behaviors aligned with school norms and expectations. Implications highlight the need to recognize and challenge gender-specific and behavioral norms that continue to disadvantage boys whose literacy practices do not mirror normative expectations.