As multilingual learners continue to grow in K-12 settings across the United States, many schools struggle to support these students’ learning. This study draws from interviews and observational data with multilingual learners in a predominantly Latinx and Black school district to understand multilingual students' counterstories about their learning in U.S. schools and explores how their counterstories can inform transformative student-centered teaching and learning. Multilingual students have rich learning experiences tied to their social connections, diverse cultures, and home languages. These students strategically utilize their rich funds to navigate multicultural and multilingual environments. Finally, multilingual learners recognize the divide between schools and home. They wish for a learning environment that connects to and builds on their funds of identity.