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The majority of students identified as English learners were born in the U.S. and have been in U.S. schools for 6 or more years. Many refer to these students as "long-term English learners (LTELs)". However, this label can denote a deficit lens that clouds understanding of this population and the supports needed for their success. Instead, an asset-based approach recognizes the richness of language, skills, and experiences that this population of “legacy multilinguals” brings to the table. This interactive session analyzes various factors impacting legacy MLs and discusses practical instructional and systemic supports that generate important mindset shifts towards them.