This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of Maya-speakers in language planning discourse. Ownership of language, defined as a speaker's authenticity and authority vis-à-vis the language, emerged as an important concern.