Research has shown that individuals resettled as refugees are represented as passive victims who are dependent on government aid, and are often associated with trauma (MacDonald, 2015; Shapiro & MacDonald, 2017). This should not undermine the traumatic and difficult experiences that people resettled as refugees undergo, but a focus on such representations can present an incomplete portrayal of their experience. Thus, it becomes increasingly important to learn about how children resettled as refugees are portrayed in children's literature, as such representations can challenge or propagate deficit-oriented discourses. This study addresses this issue by focusing on Sudanese or South Sudanese children resettled as refugees. Framed within critical literacy theory to examine representations of children resettled as refugees in "The Good Braider" (Farish, 2012), "A Long Walk to Water" (Park, 2010), and "Home of the Brave" (Applegate, 2007), the research questions of this study are these: How are Sudanese/South Sudanese children resettled as refugees represented in contemporary children's literature for the middle grades? How do these representations vary (or not) across the contexts of the home country, the journey through countries of temporary resettlement, and resettlement in the United States?