Afterschool migrant education programs can support youths' multilingual and multimodal literacy practices by incorporating activities associated with the students' cultures, such as dancing, games, language practice, and crafts. These activities not only reflect diverse sign systems and modes of communication, but also display the important connections among literacy, language, culture, and identity. This article explores these complexities in the context of the multilingual and multimodal literacy practices of an afterschool program for Cambodian children.