This article draws on scholarship in educational and linguistic anthropology to explore awareness of Spanish-English code-switching among bilingual Chicana/o and Latina/o students in a sixth-grade English Language Arts classroom. Analysis of qualitative data gathered via participant observation, video/audio recording, and semistructured interviews reveals that students articulated practical and discursive forms of awareness and that these forms of awareness were also sometimes embodied in their language use. It is argued that viewing awareness as a continuum affords a clearer understanding of the full range of their awareness by allowing for embodied reflections of awareness and shifts in individual speakers' awareness across contexts.