Most mathematics teachers know that students can be a great source for understanding what they need as thinkers, group members, mathematics learners, and future citizens. Thus, listening to students is an important teacher practice. But listening takes time, something that not all teachers feel that they have. And many attempts to listen to students can fall short, especially with respect to students who have been historically marginalized in society. Sometimes differences in communication style, body language, or speech patterns can cause a teacher's attempts to "reach out" appear superficial or disingenuous (i.e., as if teachers are hearing only what they want to hear) to Latin@ students. (By Latin@, the author means both Latina and Latino students; she writes the term with the @ symbol also to indicate her solidarity with people who identify as LGBTQ.) Within mathematics in particular, Latin@ students must manage negative stereotypes or deficit views that teachers and other students may hold of them (Gonzáles, Blanton, and Williams 2002; McGee and Martin 2011). In class, they may have a question but silence themselves, fearing others will see them as dumb and representative of their race. Creating an inclusive classroom community requires knowing where and how to listen to particular kinds of students. In this article the author offers suggestions for listening to Latin@ students in their everyday interactions. She argues that every interaction should begin with HOLA: Hunt for Opportunities-Learn-Act. A bibliography is included.