This research project explores how English teachers can account for the cultural identities of refugee students and investigates how particular understandings of cultural identity can impact on teaching practice. At its centre, this project is interested in how teachers practise in socially just ways. In Australia and within its major social institutions, debate is continuous over the place and treatment of refugees, however, in terms of education, the schooling of refugee students has not been given enough serious and fine-grained consideration. The empirical study was concerned with how cultural identity was accounted for in the stories told by specific Queensland English teachers and students, and ultimately, how cultural identity mattered in the teaching of refugee-inclusive English classes. The research was conducted at a Southeast Queensland school because it had a high population of refugee students and teachers who were keen to deliberate on their own understandings of cultural identity.