In the context of continuous struggle for education access and the language rights of immigrant populations in the United States, it is of particular importance to understand the conditions of immigrant populations who are part of Indigenous and ethnolinguistic minority sectors in their own countries and who arrive to this country among larger immigrant groups but who, in fact, bring their own linguistic and cultural identity which constitutes them as a minority within minorities. We wish to call attention to these communities in the context of the United States, where public education is lawfully offered to all but where, we argue, the education system has seldom recognized and addressed the cultural and language resources of these now increasing minority populations.