Understanding the historical influences upon our Multilingual Learners is imperative to develop equitable access to education for our community. Students possess a multitude of differences as they enter our campuses, for which “schools can respond to those differences in ways that build on strengths and ensure opportunities to learn” (Carter & Welner, 2013, p. 8). Educational scholars have examined the unfortunate occurrence of the opportunity gap that persists in our educational system; however, to first impact the opportunity gap, we as educators must discuss and dismantle the acknowledgment gap (Tollefson & Magdaleno, 2016) that exists within our school systems. Our students “know the ground they walk is hard…They know, too, that they stand a good chance of being seen in their classrooms only for what they cannot yet do, and that even their strengths - their personal, familial, cultural, and/or linguistic identities - may be case as deficits” (Tollefson & Magdaleno, 2016, p. 227). In life beyond school, multilingualism, multiculturalism, specialized thinking processes, and experiences of overcoming obstacles are seen as assets. Through intentional literacy instruction and culturally responsive practices where "children bring forth their culture as an inseparable element of their intellectual development" (Duncan-Andrade, 2022) our educational community is strengthened for our Multilingual Learners are seen, heard, and valued.