As the number of immigrant students increases in U.S. classrooms, so have the challenges teachers encounter as they seek to be culturally responsive. Framed by multicultural education and sociocultural theory, this qualitative study explored how 8 fifth-grade, newly arrived immigrant students ("newcomers") from 6 different countries, their teachers in a U.S. suburban school, and cultural bridge persons made sense of a shared classroom activity. A hybrid, 3-pass, video-based stimulated recall methodology allowed the newcomers', the teachers', and cultural voices to be heard. The resulting narratives exposed participants' dynamic storylines which were utilized to bring meaning to what was observed and said. A juxtaposition of the storylines elucidated 3 lessons for teachers to employ as they move multicultural education beyond knowledge and skills to a dynamic pursuit of understanding with newcomers. (Contains 6 tables.)