Despite the seemingly remarkable efforts to support Syrian refugee Students with Interrupted Formal Education (SIFEs) and make them feel integrated into their new school and classroom communities in Ontario, Syrian refugee youths continue to be at a disadvantage because of challenges related to discrimination, integration, racism, and xenophobia. In parallel, teachers of Syrian refugee SIFEs continue to struggle with ensuring inclusive and discrimination-free classroom environments conducive to learning, and with creating culturally relevant learning opportunities for these students. Accordingly, there is need to investigate the experiences of Syrian refugee SIFEs and their teachers’ practices in English Literacy Development (ELD) programs in Ontario. The objectives of this study are to (a) explore the classroom experiences of Syrian SIFEs in relation to discrimination and racism, and (b) delineate the systemic and institutional resources and constraints to the enactment of antidiscriminatory, culturally responsive, and caring practices in ELD classrooms. The theoretical framework adopted in this study drew on Critical Theory, Culturally Responsive Teaching, and Ethics of Care theories. We used exploratory case study methodology and conducted semistructured interviews with 17 teachers and students and then analyzed the artifacts of students and teachers’ work. This study illustrates the nuances and complexities involved in the education of Syrian refugee SIFEs in Ontario (e.g., content and knowledge processes; social inclusion norms, cultures, and structures in the classroom; and school structures, programmatic constraints, and systemic barriers). It further contributes examples of ELD teachers’ practices aimed at resisting and disrupting hegemonic discourses and discriminatory institutional policies and practices. The findings from this study inform both theory and practice, including policymaking, teacher education, and curriculum studies with a particular focus on changing the disadvantaged conditions of Syrian SIFEs and further advancing equity, diversity, and inclusion in Ontario secondary classrooms.