This paper seeks to explore the complexities of being Indo-Caribbean American to provide educators a better understanding of how to help their students navigate racial-ethnic identity spaces that are not clearly defined and negotiate when others seek to define, or mis-define, them. It explores the idea of diaspora, culture and third space. It then offers a framework and series of questions for practitioners to use if they choose to support the unpacking of culture and identity amongst their students. Finally, the paper returns to reflections on the hybrid nature of being Indo-Caribbean American.