The fallout from the Afghan war led to a wave of refugees fleeing to other countries, with many of those being youth. The current paper explores the experiences and perceptions of educators who assist Afghan refugee youth during their transition to life in the United States. A phenomenological research design was used to examine how educators describe their experiences working with Afghan refugee youth as well as the perceived academic and social needs when teaching Afghan refugee youth. Additionally, this study provides insight into the English language experiences of Afghan refugee youth. Participants had the option to complete an open-ended survey or be interviewed. Data analysis centred on the thematic coding of dominant responses. The primary highlights and challenges of working with Afghan refugee youth are described, and the major academic and social needs of Afghan refugee youth are discussed. Finally, implications emanating from emerging themes are provided.