Despite many welcoming individuals and communities, the hegemonic narrative regarding immigrant origin families suggests that hard work may not be enough to overcome the economic, social, and political walls within and encompassing the United States. The increasingly diverse stories of immigrant families are often met with undifferentiated policies and practices, despite considerable racial, ethnic, linguistic, socioeconomic, and other variations. This article provides teacher educators and teacher candidates an ecologically and developmentally sensitive framework to understand immigrant-origin children in a holistic manner in order to support their overall development and learning. It concludes by applying the framework to guide equity-based practices within schools, and by educators, policy makers, and the public so they may more effectively contribute to the education and development of immigrant-origin and other students.