Abstract
The paper reports on the Hispanic teachers' perspectives concerning migrant children's funds of knowledge and the use of this knowledge in school to facilitate children's school experiences and enhance their academic performance. The study employed semi-structured openended questions in interviews, focus group discussions and participant observations to document Hispanic teachers’ perspectives on migrant children's cultural capital. The study was conducted in an agricultural migrant community in the United States. The findings revealed the nature and the depth of cultural capital that migrant children bring into school as perceived by teachers who share the children's cultural backgrounds. In addition, the findings shed light on practices which utilize these funds of knowledge to strengthen children's academic accomplishments. The paper also suggests recommendations for educators and administrators in the USA and worldwide on how to utilize migrant students' background knowledge and experience to increase the children's academic success, and ultimately reduce the achievement gap.