Qualitative and ethnographic research in immigrant/Diaspora education has contributed significantly to prospective and practicing teachers' "unknowing" of Latino families as culturally deficient. Engagement with this scholarship in teacher education has opened the possibilities for a more complex knowing of Latino families' and youth's lives. With long-term engagement in communities and with the tools of observation and interviewing, qualitative researchers have challenged deficit perspectives by exploring the unique and varied cultural, language, and literacy practices of the home space and framed these as strengths. These portraits of Latino families serve as ways to know Latino families in terms of what they "do" have. Simultaneously, they contribute to "unknowing" Latino families from the perspective of a void or what they "do not" have in comparison to mainstream middle-class norms. Latino qualitative educational research has also offered conceptualizations of culture that move away from the notion of culture as traits that people possess, to a consideration of culture as active and social. The focus is on how people participate in historically located, linguistic and cultural "repertoires of practice" and "hybrid" cultural practices. In returning to the task of engaging practicing and prospective teachers in differently knowing Latina/o youth and families through the lens of transnationalism, the Latino humanities also provide another pedagogical tool for knowing and unknowing Latinas/os' lives. In this essay, the author engages themes from the articles in this special issue of the "High School Journal" on transnationalism and Latino education in conversation with the novel, "The Brief Wondrous Life of Oscar Wao," by Pulitzer Prize-winning author Junot Diaz. Her aim is to open up different entries in teacher education for knowing and unknowing Latinas/os' transnational lives. (Contains 1 footnote.)