Contemporary schools are faced daily with the challenge of identifying the instructional needs of migrant learners who are having notable difficulty learning. Given this reality, it is important to consider contemporary questions of special and general education practices. To explore these questions, this article draws from observation in a Spanish literacy classroom for migrant students in a middle school in the Pacific Northwest with careful attention to the interests, concerns, and experiences of the students themselves. Myriad and converging variables were evident in the process and content of interactions among and between teachers and students in the observed classroom, all of which provided a sample of current issues and responsive practices for supporting the learning of migrant students who struggle with schoolwork. (Contains 2 endnotes.)