The growing presence of the Indigenous diaspora from Latin America is beginning to transform notions of Latinidad and Indigeneity in the United States. Yet, scant studies have focused on the experiences of Indigenous Latinx students in U.S. learning environments and on what is needed to ensure their academic success. In this article, I share the results of a portraiture qualitative research inquiry that explored the academic and social experiences of an adolescent Ixil English learner with limited or interrupted education at a U.S. high school. Findings paint a picture of the participant's experiences and resilience while providing a foundation for teachers and researchers serving students with similar academic and social realities.