Using theories of figured worlds, we demonstrate how Proyecto Bilingüe, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto Bilingüe was a space for (re)making bilingual-bicultural identities and for self-authoring Latina/o bilingual teacher agents. Also, creating community was a key value influencing Latina/o teachers' leadership and advocacy. In these ways, Proyecto Bilingüe serves as a model for the professional development of bilingual teachers.