Schools across the United States serve children from families that have crossed the U.S. border without documents. Some of these children have crossed the border themselves. For teachers and other educators, the Supreme Court decision of "Plyler v. Doe" (1982) has set the precedent that all children in the United States are entitled to a public education, regardless of their immigration status. Nevertheless, undocumented immigration remains a highly polarizing issue, and the struggles of immigrant children and their families often takes a back seat to political posturing. The authors of this article believe that it is an act of both courage and solidarity for teachers to provide support for undocumented children and their families. They also assert that it is a moral duty supported by international human rights agreements signed by the United States. The following research study raises questions about how the United States serves and supports the children and families who arrive in our schools and communities with or without "papeles" ("papers")--documentation of their legal entry into the country; about how much Americans will tolerate the abuse, neglect, and death of men, women, and children who attempt to cross our border with Mexico; and about men, women, and children who attempt to cross our border with Mexico. This study describes the involvement with a humanitarian organization on the Arizona border with Mexico, and what was learned from conversations with ranchers, border patrol agents, Mexican officials, and the migrants themselves.