Many school-age children who come to the United States from other countries find the shift in home, community, and institutional constructs to be a challenge (Cairney, 2002; Derderian-Aghajanian & Wang, 2012). Despite this, these children and their families bring significant strengths, resources, and rich funds of knowledge to the table. This qualitative, longitudinal multiple case study sought to examine the home and school literacy practices of six Syrian refugee families across homeland and adopted land contexts. The research questions that guided this study included (a) What are the relationships between home and school literacy practices of Syrian newcomer refugee families across home and adopted country cultural, social, and institutional domains? (b) What home and school, cultural, social, and institutional practices are being pursued and resisted in the adopted country contexts? How are these practices understood and shaped by the participants in these contexts? Giving analytic primacy to Literacy as a Social Practice and Positioning Theory, this study explored the nature of participants positioning and identities that are understood in their home and school literacy practices over time when moving across global contexts. Findings indicated how these Syrian families (1) Use Faith to negotiate literacy practices, (2) Use Family to negotiate literacy practices, (3) Use Education to negotiate literacy practices, and (4) how they Navigate School literacies in the U.S. These four findings illustrated how these families take-up, contest, or resist literacies in dominant westernized community contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]