Adolescents from migrant backgrounds living in the U.S. have a broad range of academic experiences, due to contextual factors that can vary widely. The migration experiences of recently-arrived Central American adolescent girls are particularly unique. However, there are few empirical studies that have investigated the academic experiences of Central American migrant youth from diverse racioethnic and sociolinguistic backgrounds, despite their growing presence in U.S. schools. This mixed-methods case study investigated how the migration-related experiences of eight Central American-origin young women impacted their social-emotional development and educational experiences during adolescence. This study also highlighted factors that supported their wellbeing, to draw attention to the factors that can foster academic persistence. Building genuine connections with each of the participants was integral to cultivating a level of trust that was vital for encouraging authentic sharing during the data collection phase. It was also necessary to take time to develop a rapport and my trustworthiness with each participant, so as not to replicate any harm unintentionally; therefore, data collection took place over a four-month period and through multiple interviews. Findings indicate that participants experienced multiple migration-related adversities which they had appraised as distressing. They most often coped with distressing situations by seeking support from others, including emotional support such as comfort and understanding, as well as instrumental support such as advice and assistance. Having consistent and meaningful access to these supports at school were integral to participants’ ability to graduate from high school and continue to college. Participants also saw their ecological contexts as impacting their schooling experiences in ways that were distinct from other students who did not share their gender identity, immigrant identity, racioethnic identity, and sociolinguistic identity. Implications for educational researchers, policymakers, and practitioners are discussed.