This qualitative study analyzed the narratives of Afghan refugee high school young women and their educational experiences and transnational literacy practices. Narrative inquiry (Clandinin & Connelly, 2000) informed the methodology of the study. This study was situated within critical literacy (Vasquez, 2014) and Massey’s (2005) notion of space and place. Three questions guided this study: (1) How do Afghan refugee high school young women describe their past schooling experiences? (2) How do Afghan refugee high school young women describe their transition experiences to the United States? (3) How do Afghan refugee high school young women describe their literacy practices across these transitional and transnational spaces? Participants included three Afghan high school refugee young women, who have resettled in the United States. Data sources included interviews with participants, artifactual-elicitation, and field notes. Data collection for this study took place during a three-month time period. Narrative inquiry analytic tools (Clandinin & Connelly, 2000) and Vasquez’s (2014) critical literacy guiding questions were used to analyze data. This study extends the research focused on Afghan refugees’ backgrounds, educational experiences, and literacy practices.