Storytelling can help youth, families, and communities make sense of their experiences, allowing them to process the past and plan their futures (Bruner; Flores; Jones). The authors argue that the practice of storytelling in biographical learning can be especially powerful when working with youth of color and Indigenous youth--children whose biographies are often misrepresented or unrepresented in the stories they see in the classroom. By establishing spaces that foster storytelling, youth can be encouraged to engage in biography-driven learning in supportive ways that also build trust and relationships among teachers, students, and local communities (Alvarez; Delgado). In this article, drawing work with "Nuestros Cuentos," a community-driven storytelling program, the authors present storytelling as a method for reflection, resistance, and community-building with Latinx and Indigenous youth.