<p>The accelerating trend of large-scale displacement and forced migration of people around the world has created an urgent need for access to quality education for children with refugee status in resettlement contexts, as well as a need for innovative and responsive ways to support their families. In this article, using two years of data collected from research on the border between Türkiye and Syria, we explored the knowledge and understanding of 54 refugee families from Syria, Iraq, Iran, and Ukraine in supporting their children’s education in Türkiye, which has been one of the largest resettlement countries. We employed qualitative methods and collected data from families through semi-structured interviews, facilitated by educational journey maps and picture books, in the context of multilingual family mathematics workshops. In these workshops, families, teachers, and children came together to engage in mathematics activities and conversations about forced migration and broader life experiences in relation to their children’s education. Our findings illustrate refugee families’ multifaceted storylines about their children’s life experiences, including children’s strengths, familial resources, linguistic repertoires, future aspirations, demands, and acts of resistance. Our methods also helped us take a historical approach to families’ experiences and children’s educational trajectories across contexts and before, during, and after forced displacement. Our model, which uses the community cultural wealth framework, has potential for multilingual and dynamic family engagement in early childhood education across other refugee hosting contexts.</p>