This empirical study aims to identify and analyze the accumulated literacies and multilingual repertoires of three Karenni refugee families originally from the highlands of Burma but who had lived in refugee camps in Thailand before arriving in Phoenix, Arizona. Through participant observation in the families' households and neighborhood, artifact collection, and individual and group interviews, I observe, document, and examine the everyday literacy practices of these three families in order to understand how these literacies are used to foster new understandings and social networks while maintaining transnational connections. The data analysis demonstrates that there are similarities and differences between the literacy practices and language choices of the sixteen individuals who participated and that there are significant differences across generations as well as across the three families. The findings shed light on the complicated relationship between migration and language learning, ideologies of language, literacy practices, and various modes of communication (face-to-face and digital). Building on a long tradition of ethnographic work that examines language learning and literacy in relation to educational access and opportunity, this research is relevant to educational researchers, policy makers, and teachers who are committed to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, and increased use of information and communication technologies, this investigation has important implications for teacher preparation, theories of language learning and literacy development, and educational research.