In the last decade, Chile has experienced a significant increase in the number of international migrant families residing in the country. This emerging reality has had a profound impact on Chilean society, particularly within public schools where educators have not been adequately prepared to navigate an intercultural environment. As a response to this reality, two distinct strands of literature have emerged in this field: one highlighting the challenges faced by elementary teachers with immigrant students and addressing issues of racism and classism in their classrooms; the other, documenting exemplary practices employed by teachers to establish trustful relationships with their international migrant students. This research endeavors to enhance our understanding of teachers' motivations and practices addressing inequities for immigrant students, with a secondary goal of initiating a dialogue about classism and racism in Chile. Employing a hybrid qualitative methodology that combines case study and grounded theory, this study offers a detailed exploration of the motivations, practices, and representations of Chilean elementary teachers working with international migrant students. The findings concerning Chilean teachers' motivations reveal a powerful sense of empathy towards the life context of their immigrant students and a vocational commitment to teaching. Their efforts focus on the academic domain and extending beyond the school setting through visits to students and their families. Teachers' representations reflect the nuanced nature of racism in Chile, with some educators acknowledging its existence while others vehemently deny it. Additionally, teachers advocate for the development of welcoming protocols and increased government-school support for their new multicultural classrooms. Lastly, the unique characteristics of this group of elementary teachers are presented, emphasizing the necessity for their engagement with critical theories and a profound reflection on significant practices aimed at promoting social justice.