Students who are refugees and asylum seekers arrive in a new community and a new culture of schooling with trauma, language, and cultural differences that affect their learning processes. Reading, writing, and the power of dialogue have the potential to support effective learning in refugees and asylum seekers in K-12 education. The question that the present chapter explores is the following: what is the power and effectiveness of diverse literature in supporting the writing and reading development of refugees and asylum seekers in a language different from their native one? The first part of the chapter will define who refugees and asylum seekers are, what we mean by diverse literature, and why it is important in supporting the writing and reading development of refugees and asylum seekers in a language different from their native one. The second part of the chapter will discuss and present practical models teachers can use with this specific population to make the classroom a place where diverse literature is the mirror and the window that leads refugees and asylum seekers to learn not only the content of the curriculum but also and more importantly tap into the power of narrative to help refugees and asylum seekers reconstruct their identity and see new possibilities, new paths they can walk on in school and in the host community.