Children's participation in cultural activities within the community, and the particular cognitive and socioemotional skills that they gain as a result of their participation, have been thoroughly studied (Cole, 1990; Gallimore & Tharp, 1990; Moll et al., 2005; Scribner & Cole, 1981). However, the connection of these skills to school learning or academic growth has not been carefully examined, especially for children of contemporary immigrants. In a political and educational climate in which family and community practices of children from diverse communities go unnoticed, or are regarded as distractions from academic learning (McDermott & Varenne, 1995), it is important to help the general public, educators, and families understand how these practices actually foster children's cognitive and socioemotional growth. This article offers examples for demonstrating how crafted educational contexts enabled children and their parents to negotiate their Turkish, American, and Muslim identities by using various cultural practices. The article discusses three educational contexts that were generated by parents of Muslim Turkish-American children--mentorship, Sunday school, and Turkish language and history instruction. These contexts offer social and emotional skills, as well as academic strengths, that can be transferred to school contexts. (Contains 1 table.)