This article examines the uses of oral testimony in writing about literacy in historical context, especially about the literacy traditions of populations "hidden from history"--immigrants, refugees, and undocumented persons--who are entering U.S. schools and workplaces, and whose literacy histories may be unknown or lost. Drawing on testimonies collected from Laotian Hmong refugees, I offer the following propositions: First, that oral testimonies provide information about literacy that may be unavailable in documentary records. Second, that oral testimonies may reveal deeply held values and attitudes about literacy that cannot be derived from the documentary evidence. Third, that oral testimonies disclose the full range of human experience, rational and emotional, and that this may lead to new understandings of literacy. Finally, that oral histories invite collaboration between researcher and informant in writing new histories of literacy-though not always in ways commonly assumed. (Contains 8 notes.)