Drawing on the Figured Worlds theory, this study investigates the counter narratives of Syrian refugee families and children living in Turkey as reflective of their experiences in accessing and participating in early childhood education services. Agents of these stories were refugees living in the cities of Ankara, Gaziantep, Mardin, Hatay, İstanbul and Şanlıurfa. Utilizing narrative analysis method, 32 counter narratives were analyzed systematically in an in-depth fashion. Findings revealed the agency of families and children, in particular, their practices of coping, recovery, resilience, and competence along with searching for and creating educational resources. Beyond the conventional and stereotypical perceptions of refugee identity, findings also show that refugee children and families figure out multiple identities, which are either carried from the past or constructed at the present as they build a new life in Turkey. This process of figuring out multiple identities were enacted while families and children figure out identities in relation to both themselves and other actors in their lives. The study has implications for educational research and teacher education in Turkey as the country hosts the world’s largest number of child refugee population in the world.