The great number of refugees in the U.S. creates challenges for educators to determine the best ways to embrace refugee children and incorporate culturally and linguistically appropriate classroom practices to successfully meet their educational and emotional needs (Prior & Niesz, 2013). This article aims to contribute to English teachers' understanding of refugee children and their unique strengths and challenges. The first section clarifies the definition of refugee and highlights the diversity of the refugee population. The second section explores pedagogical issues that English teachers who work with refugee students need to consider.