<p>This desire-based study explores two immigrant students’ (Amelie, 14, and Zian, 13) stories of mathematics learning through the lens of immigrant futurities. Drawing on Deleuzian theory and desire-based research, the study examines how their visions of thriving futures, shaped by migration, geopolitics, and personal aspirations, produce meaning in mathematics education. Four assemblages of desire emerged: a sovereign home country, transitions among multiple sites, wealth and prosperity, and love and happiness. Mathematics was positioned not only as a tool for personal success but also for political change and healing. The students’ playful-serious imaginaries challenged dominant narratives of deficit and assimilation, offering alternative perspectives on empowerment and agency. This study raises critical questions about how mathematics education can support immigrant students’ futurity practices and contribute to more affirming pedagogies. In addition, the study offers a concrete approach to examining futurities in mathematics education research.</p>