This study explores how children with refugee backgrounds position themselves within their life experiences in the United States. Positioning theory is utilized as the theoretical framework. The data sources include field notes based on observations, interviews with children and their parents, and artifacts provided by the participants. The findings show that the participants (re)positioned themselves within three storylines: difficulties on the first day of school in the past, schooling being easier in the present, and possible selves in the future. These storylines highlight that the children enacted multiple identities that are often invisible in U.S. classrooms. This study suggests that educators, researchers, and policymakers should value the multiple identities of children with refugee backgrounds and promote their agency.