Increasingly, educational research suggests that translanguaging pedagogies can provide meaningful supports for English language learners. Yet, few studies examine how multilingual teens in English‐dominant settings independently translanguage to make sense of school and achieve their goals. In this study, we review definitions of translanguaging and shed light on the rich translanguaging practices of four transnational, multilingual teens in high school and middle school. Holding the view that pedagogical moves should be developed in response to particular groups of learners, we show teens' agentive use of translanguaging and connect these to implications for practice in secondary schools.