Immigration is often framed as a problem, yet it is also a time of remarkable opportunity. While immigrants come to the United States from all over the world, the author focuses on the unique and urgent issues related to Latino immigration. Immigrant Latinos have changed the face of America and U.S. schools. Approximately one in five K-12 students have at least one immigrant parent (Suarez-Orozco, Suarez-Orozco, & Todorova, 2008). In California, one in three elementary students are labeled "English learners," 87% of which speak Spanish (Gandara, Rumberger, Maxwell-Jolly, & Callahan, 2003). K-12 schools are faced with historic challenges and opportunities to educate a new population of students with increasingly diverse backgrounds. Yet, in schools and society at large, the dominant discourse reflects deficit narratives of immigrant Latino youth and their families. The Arizona context provides an alarming premonition of alienating, dehumanizing, and discriminatory practices against immigrant Latinos. Given the demographic shifts, low educational achievement, and racialized political climate, how the nation's schools embrace, educate, and empower immigrant Latino youth will determine their academic and life trajectories. Thus, it is increasingly vital for educators to rethink what pedagogies will equip students to be both academically prepared and capable of transforming their lived conditions.