The ways in which refugees are assumed to adapt to United States society have serious consequences on their enjoyment and fulfillment in their schooling experiences. This is further compounded by the incorporation of refugees under a more general umbrella of "immigrant" studies. Here, excerpts are shared from an experiential study of fifteen adolescent Bosnian female refugees in New York City schools to articulate an alternative identity paradigm, "roots & routes," which captures the ways in which refugees consciously balance their ethnic and new national identities in understanding themselves, their lives, and how they represent themselves to others. This paradigm enables a more holistic view of refugee experiences in schools. It allows one to see the individual experiences of refugees who are often high academic achievers and assumed by their teachers to be "adapted" while actually still reporting relatively high rates of isolation. (Contains 1 table.)