The article discusses a legislation that would effectively terminate Mexican American Studies programs in k-12 was passed in Arizona in 2010. In this article, the author traces how this legislation drew from discourses of anti-Americanism and wickedness initiated by the state's superintendent of public instruction against Mexican American Studies and from larger social antagonistic language regarding Mexican ethnics. The author uses critical discourse analysis (CDA) and van Dijk's notion of the discourse-power circle, in particular, to demonstrate how the superintendent along with the author of the legislation, were successful in controlling the voting actions of enough legislators to pass the bill. (Contains 1 figure.)