This study examines how three recently arrived Indigenous male migrant youth from Guatemala and Mexico in an urban high school in the Pacific Northwest understood and employed Spanish and English to navigate racialized and languaged interactions. Utilizing a Critical Latinx Indigeneities framework, findings from this study show that Spanish is a racialized and languaged system of power that traveled with youth. In the U.S., Spanish interacts with English as a new system of power resulting in the diminishing of Indigenous languages. This study provides urban educators with understandings of the complex systems of race, language, and power Indigenous migrants navigate.