While research acknowledged the challenges faced by students during the COVID-19 pandemic, a critical gap existed in understanding the specific experiences of low-income Latinx youth. This study explored how these students navigated the transition to remote learning through a culturally responsive critical literacy program that incorporated their cultural backgrounds and lived experiences into the learning process. Findings from nine rural Latinx youth revealed a lack of motivation and anxieties surrounding both the remote learning format and the economic hardships their families faced due to the pandemic. Despite these challenges, strong community and family support (bridging & bonding) emerged as a crucial factor in fostering resilience. This research underscores the importance of culturally responsive pedagogy (CRP) that validates Latinx culture and knowledge. It argues against standardized curricula, advocating for a re-envisioned CRP that integrates community-driven initiatives and prioritizes language considerations. Implications for practice are provided.