This article provides an overview of research conducted with Somali Bantu refugee students in two contexts: Michigan and South Texas. We provide recommendations for outreach to refugee families and their families, for instruction in the classroom, for advising and support for these children, and for implementing school and district policy as it pertains to improving academic outcomes for refugee students. The article ends with a call for action by teachers, school officials, and other school stakeholders who currently work with refugee students in public school classrooms. (Contains 2 notes.)