This case study identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). SJUSD is the fifth largest immigrant-enrolling district in the state, with 2,982 newcomer students who speak a wide variety of languages, including Spanish, Russian, Pashto, Arabic, Farsi, Ukrainian, and Turkish. The case study was conducted during a 2022 summer program for approximately 500 recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, the authors identified four overarching themes that illustrate promising practices: (1) "How big can you make your village?"--building on community cultural wealth; (2) "Match dollars to needs"--leveraging multiple and differentiated resources; (3) Developing educator capabilities to teach and support newcomer students; and (4) Designing newcomer program and placement practices.