This chapter examines how Indian immigrant children in the Greater Toronto Area navigate the complexities of the Canadian K–5 education system, foregrounding their experiences of exclusion, racialization, and cultural erasure. Through everyday practices, careful rituals of storytelling on walks home from school, packing traditional meals into lunchboxes, or teaching their children Hindi, Gujarati, and Punjabi despite institutional pressure toward English monolingualism, immigrant mothers insist on cultural continuity, protecting their children’s identities against erasure. Mothers confronting teachers about problematic practices or patiently re-explaining traditions like vegetarianism when their children’s peers mock their differences. Schools, despite their rhetoric of multicultural inclusion, frequently misunderstand cultural parenting practices, labeling attentive care as intrusive or overly protective. When schools do offer meaningful recognition including meaningful celebration of Diwali, the impact on children’s sense of belonging is transformative. Yet mothers remain deeply aware of the precariousness of their children’s happiness, always contingent on institutional practices that too easily reinforce racialized hierarchies (Leonardo, Race, whiteness, and education. Routledge, 2009). The chapter looks at how children are taught distorted histories of colonization or have their brown skin associate with harmfulness. In response, mothers engage in critical conversations at home, teaching histories excluded from school curricula and refusing the paradox of the ideal but marginalized migrant. The chapter ultimately advocates a radical pedagogy of care grounded in the lived realities of immigrant mothers and their children who negotiate and resist institutional neglect, proposing educational spaces that affirm immigrant children’s identities fully, immediately, and unconditionally, where genuine belonging is neither conditional nor deferred.