In this practitioner research study, I explored how a pedagogy of multiliteracies supported the civic learning of eight middle and high school Indonesian American youth in a summer literacy program. Tracing how transnational youth face barriers to civic learning and engagement in times of rising inequality and xenophobia, I analyzed the ways in which program participants engaged with a curriculum featuring discussions of contemporary civic issues, transnational literary texts, and opportunities for expression. I found how, using their multiliteracies and border-crossing lives as resources, participants critiqued systemic issues hidden in everyday interactions, expressed the tensions of claiming transnational identities, and repurposed academic literacies to argue for civic justice. I name the affordances of using multiliteracies-oriented civic pedagogies that center the semiotic resources, identities, and experiences of transnational youth, as well as the civic openings that such learners themselves identify.