This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018-2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need for acknowledging the participants' Mayan culture, and including academic resources and support in their first languages (Mam and Q'eqchi'), instead of Spanish, to learn English. In addition, recorded conversations with the participants shed light on the complexities dwelling at the intersection of language, culture, and identity in formal education settings and beyond.