South Sudanese Australian students and their families encounter recurring challenges related to equity and inclusion in the Australian education system. Factors such as educational deficit perspectives, low academic expectations, and racial discrimination significantly impact the educational outcomes and engagement levels of South Sudanese Australian students. This chapter explores South Sudanese Australian community members’ encounters with the education system, particularly concerning their observations and experiences of the deficit framing of South Sudanese Australian students. Six open-ended interviews were conducted with South Sudanese Australian community members who are former refugees and have children attending schools or have attended Australian secondary schools, illuminating intergenerational insights into the Australian educational system. Thematic analysis, informed by Critical Race Theory and (Yosso, 2005) Community Cultural Wealth framework, reveals three key narrative themes. First, South Sudanese Australian community members demonstrated what Yosso terms ‘resistant capital’—the ability to resist barriers. The second theme explores the visibility of the South Sudanese Australian community members in schools. Lastly, the community members voice a ‘call to action’, advocating for improvements in the current situation. A key suggestion is to create culturally inclusive programs emphasising partnerships between schools and South Sudanese Australian families under the guidance of Community Liaison Officers.