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On any given day on 16th Street between Van Ness Avenue and Valencia Street, a widely recognized Latino1 area in San Francisco, California, one hears languages other than English and Spanish in a linguistic plurality that rises against the straightjacketing of identity categories. On this strip of sidewalk polished to a shine by perennial foot traffic, food aromas melt into a culinary politics of representation wafting in and out of the Michoacán style corner taco truck, the Chilean empanada hole-in-the wall stand, and the cochinita pibil dishes at a local Yucatecan cuisine Restaurant. The urban city in this area explodes upwards in high rise apartment buildings and tall Victorian inspired complexes that house a variety of living arrangements—from single dwellings to multiperson, 10-to-one rooms, and from elegant glass windows to nearly dilapidated entrances and floors. Nestled within the maze of towering buildings is Metropolitan Elementary School, 2 one of main four port-of-entry schools in the area serving immigrant families from Latin America and our ongoing research site. The school also serves a growing number of Maya students from Yucatan, Mexico, the most recent indigenous immigrant population to enter the US educational system, outlining a shift in a new social geography that challenges our current understanding and use of the term “Latino.” Like other authors in this volume we are concerned with the limited range of opportunities and possibilities available to new immigrants from Latin America. We contribute to this volume a discussion of the experiences of a new population of indigenous immigrants that enriches our …