In this chapter, the authors describe how a pedagogical commitment at one urban public school to support teaching and learning with Southeast Asian refugee students and their Vietnam veteran classmates two decades ago has continued to be meaningful for more recently arrived refugee students from other world regions, as well as for a diverse, new generation of student veterans who are facing their own issues of trauma and post-traumatic stress disorder (PTSD). In sharing aspects of their own pedagogical practice--their pedagogies of PTSD--the authors present some of the challenges, possibilities, and critical intersections that have emerged in their work with both refugees and veterans in the classroom.