This research explores a Funds of Knowledge (FoK) approach to ELT in a Malaysian refugee learning center. To promote social justice in quality education for refugees, teachers can harness this asset-based approach to capitalise on a learner’s knowledge, skills, experiences, and practices that can contribute to one’s well-being. FoK literature revealed few studies lie at the intersection of FoK and refugees’ literacy. This study utilised a case study approach to find out how five refugees, whose English is not their first language, learn English. Data comprised of interviews observations, and artefact collection. Open and axial coding methods were done on NVivo 12 Plus. The findings presented five FoK types and discussed how these five FoK can be implemented to support refugees’ ELL. With increasing numbers of refugees worldwide, this study’s implications are timely in informing stakeholders and researchers to support ASRs’ education and integration into society.