According to the U.S. Department of Education, there were over 840,000 immigrant children and over 4.6 million English learners in 2014. Newcomer students often face many challenges both academically and culturally. Factors include lack of formal education, interrupted schooling, and limited English. Beyond adapting academically, newcomer students face cultural adjustments. They are learning ways to adapt to a new country, community, and school. As educators, it is our obligation to create infrastructure and community to receive immigrant students. Studies show that if newcomers feel a sense of belonging in their school community, they are more likely to succeed academically, socially, and emotionally. But then the question arises: How does one achieve a sense of belonging? What does it mean to feel at home? What does it mean to have a sense of place? These questions provide an opportunity for teachers to integrate curriculum that allows newcomer students to examine various ideas and perspectives of the concept of home. In order to support students in this challenging period in their lives, not only do newcomers need opportunities to academically explore their unique experiences and recent life-changing transition, they should be viewed as assets in adding to this conversation.