This piece illustrates some of the practices/discourses enacted by four displaced Puerto Rican mothers as they strived to support the academic success of their children in the receiving Pennsylvania public school system. The study, couched in Critical Pedagogy and Community Cultural Wealth (CCW), documents (a) the ways mothers supported and advocated for their children as culturally and linguistically diverse students pre- and during a global pandemic, and (b) how challenges that predated the pandemic complicated the transition to online learning.