This chapter explores how Indigenous language and culture education has been valorized in community collaboration for second language (L2) refugee learners after relocating to post-disaster reconstruction. Paiwan and Rukai are two Austronesian languages spoken in Southern Taiwan, recognized by the government, and the third generation of Indigenous families migrated to the Rinari community as refugee learners after Typhoon Morakot in 2009. The local epistemic ecology revealed the dominance of Mandarin Chinese, while the Indigenous refugees from three tribes observed the abandonment of their ancestral languages, which refugee children learned as second languages. The revitalization of Indigenous language and culture for post-disaster refugee learners has attracted concerted attention among the refugee families. The chapter utilizes semi-structured interviews, discursive exchanges, and multimodal space to investigate the interplay between family mobilization, identity negotiation, and community curriculum. As such, the mobilization of Indigenous language and cultural education is seen as a developmental event within the nexus of social action. The chapter provides insight into the challenges and opportunities for community collaboration and the contextual nature of resources for researching Indigenous language education for L2 refugee learners after natural disasters.