Chapter 8, by Maria Dantas-Whitney, describes an assignment designed to prepare ELT teachers in the USA to best serve their bilingual students. Using a critical pedagogical framework, teachers are encouraged to adopt an asset orientation that views home languages and cultures as valuable resources for learning at school and to work against discourses that frame children’s home languages as obstacles to English acquisition and assimilation. The assignment requires teachers to conduct ethnographic research to examine the situated experiences of particular bilingual learners and their families through multiple approaches such as observations, interviews, and critical reflection. As the teachers explore the complexity of their learners’ lives, the teachers begin to question school practices and plan for advocacy and change. This chapter showcases the reflections and collaborative exchanges of 75 teachers conducting such projects. The teachers’ narratives can inspire other educators within and outside the USA to adopt similar ethnographic projects in their own contexts.