Theoretically framed by public pedagogy, the study explores teachers' use of public sites for undocumented migrant children. The findings demonstrate that teachers utilized various non-school, informal, and public spaces including libraries/museums, open marketplaces, and public parks/squares as powerful platforms to foster children's learning, transnational connectivity, and local sense of belonging. The study provides implications for researchers and educators seeking to promote advocacy and empowerment for undocumented migrant students both within and outside of formalized/institutionalized schooling.