This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. In contrast, this student's written and oral narratives construct a different identity, reframing his experience in terms of asset rather than deficit. Our discussion of asset discourse focuses on three central themes: agency, critical awareness, and contribution. This analysis suggests broader implications for research in educational linguistics and related fields.