This chapter examines the Critical Refugee Studies Collective’s engaged scholarship of building refugee education alongside refugee students, refugee parents, and public-school teachers. Departing from the humanitarian framing of refugee education where refugees are primarily seen as in need of the knowledge of the new country in order to become self-sufficient and assimilable subjects, we center the experiences of refugee parents and students in California to examine a specific practice of refugee education we call refugee teaching. The framework of refugee teaching names the acts of, not only teaching refugees and teaching about refugees, but also teaching by refugees. The chapter recounts two site-specific gatherings in San Diego and Merced/Central Valley where we engaged refugee parents and students and interested teachers to develop refugee-centered pedagogy and curricula. In this collective effort to transform education through refugee teaching, our engaged scholarship centers refugee knowledge and involves meaningful and ongoing collaboration with teachers, especially with teachers of color, to co-create transformative political education. We discuss not only the successes of this approach and why it is needed but also the complexities that we encountered and the lessons we learned in the process of collaborating with refugee communities, local schoolteachers, and school administrators. We assert that refugees need learning environments that engage with refugee knowledge, culture, and history and that refugee parents and communities have the expertise to contribute to the overall goal of public education.