U.S. high school graduates for whom the home language is not English run the risk of inadequate preparation for the rigors of higher education. Whether this poor preparation is the result of disruptions caused by the transition to a new country/language/culture, or of a watered-down high school curriculum that reacts to language error but does not always help the student develop a rich academic literacy, there is a need for courses and assignments that acknowledge the strengths of multilingual writers and that build fluency and academic literacy in ways that allow students to make meaningful connections with the college curriculum. This article describes a pilot ethnographic research course, life history project designed in collaboration with a professor in Family Social Science and two ESL basic writing instructors.