Across many education systems, technologies like computers and tablets are now ubiquitous. But the mere presence of these technologies is insufficient to improve learning, and implementation without careful thought may reinforce inequalities for disenfranchised groups such as immigrant children and youth. In the United States, immigrant students comprise a sizable portion of classrooms. However, little is known about how the experiences of immigrant youth inform their learning with school-based technologies. The present study was carried out over a 3-year period in an urban secondary school. It analyzes qualitative fieldwork data to understand how immigrant students' lived experiences affected their engagement with school-based technologies and how teachers sought to respond to students. Findings challenge the idea that technology unproblematically supports all students in learning "anytime, anywhere" and highlights the way that factors such as work, language, and family resources shape how technology is used for learning by immigrant youth.