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Despite calls for increased awareness of and sensitivity to diverse students and their in‐ and out‐of‐school literacies, the “invisible homeless”—those who often decline to self‐identify—receive inadequate scholarly attention. They are often individuals who fear the stigma associated with homelessness as they navigate workplace, academic, and institutional systems, which frequently encourage corruption and silencing. Nevertheless, some homeless make successful transitions into improved situations and actively engage in strategies to empower themselves. This manuscript is based on a study that explored literacy's role in those strategies for five people, and how self‐perceptions of their own literacies influenced and were influenced by their transitions. Findings included highly valuing literacy skills, and that participants took time to understand and change (read and write) their environments. These findings will benefit educators and others as we encounter increasing numbers of homeless individuals in classrooms, on campuses, and sharing the benefits of society.

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