Many researchers have considered recent and intergenerational immigrant children's perspectives on immigration policies. Fewer have investigated nonimmigrant children's views despite children's sociopolitical identities forming long before they can vote. Drawing from data generated in spring 2017, the author illustrates how young children at an urban, midwestern school argued against the Republican administration's (anti-)immigration policies. Framed as an ethnographic case study, the author focuses on how third graders enacted justice-oriented identities as they wrote to congressional representatives about contemporary immigration policies. By attuning to how children embedded multiple institutional and political contexts in their written rationale, the author explicates the tensions and possibilities for nonimmigrant children in writing policies and possibilities for tomorrow. Ultimately, the author argues adults must intentionally sustain children's civic participation in ways beyond the niceties that plague early years classrooms.