The purpose of this practitioner inquiry study was to learn from students as they shared their life experiences, drawing from their stories to develop curriculum and instruction in an English learner classroom. The project argues that when relationships are prioritized with diverse students using a pedagogy of acompañamiento, classrooms become spaces where students can share family stories, life experiences, and funds of knowledge. In this article, year one of the study, Rabia’s immigration story focused on her father’s journey to America while a classmate created a presentation about the same journey from Rabia’s perspective. Data was coded for accompaniment and funds of knowledge, then classified into emerging themes. Recommendations for literacy practice include projects focused on family and community in literacy curriculum, a need for brave spaces, where courage and understanding may be necessary when sharing sensitive information with new audiences and a recognition of how immigration shapes lives.

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