This discussion advocates implementing literacy portraiture within school-based literacy curriculum when working with culturally and linguistically diverse learners. Through this approach, practitioners can attend to the learner, focus on their voice, and listen for their literacy story to create portraits of their learners from holistic, humanizing, and asset-based perspectives. While there are varied ways to compose literacy portraits, this discussion provides an exploration of literacy portraiture. Literacy portraiture serves to speak back to deficit-thinking stances by documenting and transforming, inspiring and informing, and speaking to the head and the heart.