This study discusses Karen refugees and their education experiences in the United States via a participatory action research. A White male American English tutor and three adolescent Karen brothers took a road trip and visited with the Karen diaspora communities throughout the United States. Researchers in collaboration designed the study, collected qualitative data (interviews, participant observations, artifacts), and analyzed the data and identified five challenges facing Karen youth in- and out-of school: English language divide, parental involvement in their children’s schooling, bullying, gangs, and gender. We discuss how involvement in such a participatory action research can promote new awareness and agency for minority youth. Furthermore, we suggest ways for teachers, school administrators, and community members to help refugee youth better adapt to their communities and schools.