This work addresses practices and considerations for teachers and other practitioners interested in supporting Third Culture Kids (TCKs) and Cross-Cultural Kids (CCKs), who may also be bi/multilingual learners. We begin by helping practitioners to identify and understand students in their schools who may fit these categories. We then detail how practitioners can engage in practices that identify and support TCKs, CCKs, and bi/multilingual learners, by honoring their identities, practicing cultural humility, and developing partnerships.