This action research study examines how English language learners perceive the extent to which their native languages and cultures are valued in the classroom environment. The goal of this study was to learn how culturally sustaining practices could be practically achieved in a classroom environment, using critical literacy to learn more about the students' cultural and linguistic backgrounds. The overarching research question for this study is, How does Critical Literacy sustain students' languages and cultures? The following research sub-questions guided this study: How do students feel about the presence or lack of presence of their native language and culture in the classroom environment and the texts used in the classroom? What do students want or not want to sustain from their native languages and cultures? How do students feel about the way their cultures and native languages are portrayed or perceived in the classroom environment and the texts used in the classroom? The participants in this study are nine second grade students, all of whom are classified as refugees and speak low-incidence languages. Two cycles of action research were completed for this study, and the researcher collected data through guided discussions with the participants, classroom observations, student work, field notes, and researcher memos. The findings indicate that students want to sustain safety, relationships, cultural food, the story of the journey of their families, and their access to technology. These findings inform teachers about what students want to sustain about their cultural and linguistic identity, leading to a change in lesson design, content, and delivery.