In the United States, after approximately 90 days of English language programs, refugee adults are placed in the mainstream, where they face enormous challenges including navigating bus schedules, buying groceries with a different monetary system, shopping for necessities, and applying for needed social services. The complexity of the mathematics that these activities require poses a significant barrier for adult refugees with limited English and interrupted education. This action research study reports on a year-long project that sought to uncover a mathematics educator's assumptions and misconceptions brought to the teaching of functional mathematics skills for small groups of refugee women. Strategies to address teaching functional mathematics to refugees are provided within each section with an emphasis on knowing the stories of students and honoring them by creating an environment of welcome and high expectations for their success.