Community schools are poised to address a range of issues, including the impact of immigration policy, through integrated student supports by taking an asset-based perspective that views community members and organizations as powerful constituents in the struggle for educational equity. This article reports the findings of a qualitative case study of the implementation of a school-based legal clinic for immigrant families in a high-poverty urban neighborhood. Authors utilize an equity-minded school change framework to examine the range of services offered by the clinic, the process of integrating the clinic’s work into the life of the school, and explore the perspectives of teachers regarding the intersection between immigration and education. Published in Journal of Educational Change.