When working with Black multilinguals, teaching for linguistic justice means building on students’ strengths through explicit instruction that fosters literacy and identity development. This article describes an asset-oriented approach called Transliteracy that encourages full use of students’ literacy and linguistic repertoires. The authors share the story of one Latinx dual-language teacher and her Black multilingual student who challenged monolingual norms to embrace their unique, dynamic multilingualism. Examples illustrate practices for teaching both about languages and across languages. Inspired by a translanguaging framework, a Transliteracy approach offers a path to just literacy instruction inclusive of diverse multilingual identities.