In this article, we uphold diversity and 21st century skills as central to literacy pedagogy and use a cosmopolitan lens to present the integrated curriculum of a fourth grade bilingual teacher and the experiences of her students. We describe a unit built around language arts, science, and social studies with a focus on social justice and global connectedness for Latina/o students, many of whom were immigrants and transnationals themselves. We also analyze student responses to the unit in relation to cosmopolitanism and global citizenship. Students made connections to their own transnational experiences and were empowered to seek additional ways to engage in social justice.