Research literature on Muslim students suggests that school are increasingly a “contact zone” where societal misrepresentations and prejudices emerge in interactions between Muslim students, peers and school officials.  These conflict interactions are often the primary focus of the literature and articulate the way that non-dominant students are “Othered” in and out of schools.  This study complicates the damage-centered research agenda by demonstrating implicit ways that schools “Other” ​Afghan-American ​Muslim students by producing invisibility and hyper-visibility.  By incorporating theories of community cultural wealth (Yosso, 2006) and DuBosian double consciousness (1903) with E. Tuck’s desire-based framework, my paper assesses the ways that students demonstrate surviviance and resilience in the face of the multiple “Otherings.”