This chapter explores in what forms inequitable learning environments exist and how linguistic minority students try to learn by examining their literacy learning experiences in high school in Canada. The findings presented in the study are based on insights from two high school students who had schooling experiences in Ethiopia, and then later lived in Canada for about 3 years. The authors discuss four themes that emerged from the study: the students’ prior learning of language and literacy, their difficult and hurtful experiences in a new learning environment, their strengths and weaknesses in school literacies in English, and their perspectives on types of support needed for their school learning. The authors also make recommendations of teaching practices that can promote more equitable learning environments in diverse classrooms.