With the turn of the XXI century, the desire to foster Higher Order Thinking Skills (HOTS) in education has increased (Benjamin, 2008; Dwyer, Hogan, & Stuart, 2014; Ku, 2009; Preus, 2012; Rosefsky-Saavedra & Opfer, 2012). Several countries, including the US, highlight the necessity of preparing students for a global world (OECD, 2014) and emphasize HOTS. Previous literature proposed two main factors could influence English language learners' (ELLs') development of HOTS: performance in a second or foreign language (DeWaelsche, 2015; Miu-Chi Lun, Fischer, & Ward, 2010; Paton, 2005) and cultural background (Atkinson, 1997; DeWaelsche, 2015; Yeung, 2015). This study used a qualitative multiple case design (Merriam, 2009) to explore how newly arrived Latinx ELLs' engaged in HOTS in rural upper elementary classrooms. It also investigated how their bilingual/bicultural and/or multilingual/multicultural backgrounds influenced their engagement in HOTS. Methods used for data collection included observations, interviews, and artifact analysis. Using lenses of Learning Transfer and HOTS, this study unraveled some of the complexities intertwined with HOTS, language, and culture. Findings from this study demonstrated that students' use of background experiences can serve as a bridge for newcomer Latinx ELLs to engage in HOTS. This study problematizes the construct of HOTS, which has been traditionally defined in multiple ways from a monolingual/monocultural lens. The findings on students' language and culture indicated that students who come from bilingual and bicultural backgrounds engaged in complex forms of higher order thinking that are not conceptualized in traditional HOTS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]