Teachers must build culturally responsive relationships with their students and their families. One method for this is to become aware of the assets that students bring from their homes and communities into schools. This paper uses the theory of recontextualization (von Mengden & Kuhle, 2020), funds of knowledge (Moll et al., 1992), and community cultural wealth (Yosso, 2005) to examine how teachers understand the assets witnessed during home visits. We analyzed interview data from eight teachers after the completion of home visits to understand the assets they noticed and the patterns and themes that emerged. Our findings indicate that teachers are recontextualizing assets across various contexts, demonstrating that they can build more personalized, culturally responsive, and meaningful relationships with their students. This study contributes to understandings of how teachers make sense of assets in home visits and how the practice of home visits can be improved more broadly.