Diverse groups of newcomer immigrant students enter high schools in the United States each year. When their numbers are small, their unique journeys to integration in school and in the receiving country remain often invisible. Focusing on six newcomer-underrepresented students, this paper examines elements of their complex pathways to social integration in one urban high school. Attention is provided to the barriers that they face and the ways in which they counteract those. The distinctive characteristics of their engagement in cross-cultural encounters are examined in relation to intercultural capital formations. In the discussion, suggestions are offered for the creation of responsive practices in schools that serve underrepresented newcomer students.