In this study, the researchers analyzed writing produced by newcomer immigrant and refugee students in a literacy workshop facilitated by visiting college tutors. Fourteen adolescent students, primarily from Central America, worked over a semester with a college partner to read mentor texts about youth immigration experiences, write their own stories, and produce digital presentations of their work. Using the community cultural wealth framework, the researchers analyzed these digital presentations and found examples of aspirational, linguistic, familial, social, navigational, and resistant capital. The authors consider how the examples of capital that students revealed could support educators in knowing their students better and thus planning appropriate instruction for them.