This article examined the manner in which Latina teachers' enacted agency to challenge institutional barriers impacting Latinas/os in the educational system. A theoretical framework is suggested as a tool to describe the practices of four Latina teachers working in elementary schools serving a high population of Latino students in Southern California. Using qualitative mixed methods, as an exploratory study, the classroom teachers identified three themes representing their journey in search of an equitable education for Latinas/os. (Contains 1 figure and 3 footnotes.)