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The objective of this research study is to offer a glimpse into the lives of some newly-arrived students of different racial, linguistic and religious backgrounds as they confront the process of immigration and therefore personal and social displacement within the context of a Toronto inner-city high school. These students carry with them hidden but enduring scars that influence all aspects of their educational lives. In many cases their experience is steeped in trauma. Using autoethnographic methodology, this research is devoted to giving voice to these students who inhabit a space filled with suffering and loss but also resilience and cautious hope. If we really care about these vulnerable students in our classrooms, we must rethink and reshape our understanding of teaching and learning that is more fundamentally linked to the lived experiences of students coming from places of war and other oppressions. These issues are crucial for the future of nation-building and citizenship education in pluralistic Western societies such as Canada, both in and out of school.