Research in Teaching English to Speakers of Other Languages (TESOL) shows that English as a Second Language (ESL) classrooms are not only embedded in dominant institutional, global, and local discourses about race, gender, and language, but often also reflect and contribute to the Othering and marginalization of students, as they are implicit or explicit vehicles for the teaching of cultural values and ideologies (Ibrahim A. TESOL Q 33:349-368, 1999; Rich S., Troudi S. TESOL Q 40(3):6, 2006). Drawing on a yearlong, qualitative study that explores the racialized and linguistic identities of Black transnational women, this chapter will focus on data from one focal participant, Naima. Naima is an adult ESL student from Somalia who was a refugee and now holds U.S. citizenship. The purpose of this chapter is twofold: (1) It will show how Naima's experiences in one ESL course were not only steeped in racial, religious, and gendered biases, but also the ways in which they impacted her self-understanding as a learner; (2) It will illustrate how ESL pedagogies became strong contributing factors to Naima's multi-faceted marginalization due to race, ethnicity, religion, gender, and language in the context of the United States. [For the complete volume, "Refugee Education across the Lifespan: Mapping Experiences of Language Learning and Use. Educational Linguistics. Volume 50," see ED660722.]