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Peoples of Latin American origin are one of the fastest growing communities in Canada, yet little is known about their experiences in Canadian schools. This exploratory case study examines the articulations of agency by mothers of Colombian origin as they transition their children into Southwestern Ontario urban schools. Focus group and follow-up interviews were conducted with nine mothers who had recently arrived in Canada. Results revealed that support by school personnel enabled participants to assert their agency in their children's education. We conclude that consistent application of supports for immigrant parents by school personnel is needed across school systems.