Twenty percent of all youth in America's schools are children of immigrants, making them first- or second-generation immigrant students. Addressing these students' literacy needs with relevant curriculum paves the way for them to experience meaningful learning. Literacy scholarship also points to the specific literacy needs of adolescent girls and the disconnect of their in- and out-of-school literacy practices. Many students fall into both categories, adolescent immigrants and girls, and deserve attention to fully engage them in literacy. In this article the author explains why adolescent immigrant girls deserve teachers' effort to effectively engage them in school-based literacy and suggests literature that might serve such purpose. (Contains 2 figures.)