Available statistics and literature indicate that Somali-Canadian youth face unique challenges in their everyday lives. Somali students have a 36.7 % dropout rate (Jibril, 2011). Somali-Canadian community members in Edmonton contend that Somali-Canadian students are labelled with behavioural or cognitive disorders, diagnoses that do not take into consideration students' academic, social, or cultural backgrounds (Ahmed, 2007). They are situated in a complex web of family, religion, culture, and education (Forman, 2001) where they have to negotiate their sense of self and develop their identity. This research will attempt to understand the experiences of Somali-Canadian youth regarding their identity as learners, community members, and as Canadians. In this study, we utilize a social justice framework to help uncover the complex intersections of racism, cultural identities, and liberal education systems. This qualitative study is focused on understanding the lived experiences and actual social contexts of Somali-Canadian youth in Alberta.