This study examined student artwork as free expression in order to conduct an analysis of diaspora as related to urban, middle school students learning English. Subjects consisted of middle school students representing a variety of countries with Spanish being the primary first language of the majority of participants. Using a qualitative approach and following an action research framework, the researchers collected a variety of data. Analysis of the data included coding, categorizing, and re-examining in order to identify specific recurring themes. Findings indicate that through opportunities for free expression students were able to communicate naturally, develop language skills, and emerge with a strong, cultural voice. Findings were utilized to inform and improve practice.