In this qualitative collective case study with 6 high school civics teachers, I found that using an asset-based approach to teaching civics for, with, and by immigrant students enriched teaching and learning for immigrant and native-born students, although participants missed some opportunities for deeper exploration. I used a combined theoretical framework of additive acculturation, civic education, and codetermination, and nested this study in immigrant civic education and asset-based literature. Data revealed 3 "sites" of enriched civics teaching and learning when teachers employed an asset-based approach: adding comparative and international perspectives, initiating critical civic discourse, and challenging native-born students' assumptions.