Drawing on empirical data from two ethnographic studies on familial im/migration and education on both sides of the Mexico-U.S. border, in this article, we focus on critical incidents that resulted in listening realignment during data collection in which children deploy their politicized funds of knowledge (PFOK) (Gallo & Link) to shape the form and content of our research. We argue that as researchers in educational settings we must reflect on these exceptional moments and reframe our methods of talking with im/migrant children to engage with their politicized funds of knowledge. This entails following children's leads as the experts of their lives while opening up spaces for their PFOK, including their range of narrative approaches that we may inadvertently discount.