In this article, I return to the interactions of Augusto and his teacher in an "English Learner Science" classroom in a demographically-transitioning US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19-59, "2007") and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto's science education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class, ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, "1992") refers to as "the disciplinary production of class-specific subjects" (p. 31). Coming from a subsistence farming community in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class. Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher's instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation. My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice informed by transnational social capital, like Augusto's.