While educators may be well positioned to support unaccompanied immigrant youth, there is limited interdisciplinary research focused on understanding the complexity of youth's experiences in US schools. The purpose of this qualitative, interview-based study was to better understand how youth's transnational experiences pre-, during, and post-migration affected their school-based experiences, and to explore how schools supported them. Participants included ten unaccompanied immigrant youths from Central America and six key informants who worked with youth in a professional capacity. Findings indicate that youth experienced multiple challenges including stressful and traumatic events, barriers to mental health and legal services, and unfamiliar cultural and linguistic norms that sometimes were not recognized or understood by their teachers and schools. The youth also brought important resources, such as high expectations and aspirations and strong connections to family and community. School-based experiences that built from youth's resources and motivations (e.g., through school-community partnerships and responsive classroom practices) had the potential to enhance belonging, community connections, and wellness. More interdisciplinary research is needed to develop and support school-based practices and partnerships in consultation with youth that build from knowledge of their particular resources and challenges.