This article examines how pre-service teachers can work effectively with Mexican and Mexican American students. Using the foundation of funds of knowledge (González, Moll, & Amanti, 2005) and the critical race theory concept of community cultural wealth (Yosso, 2005), the article weaves together these ideas to discuss how they can be implemented in teacher education programs. Added to the conversation is the importance of historical context in better understanding current educational situations affecting specific communities. Given the specific Southwest location, this article focuses on mostly white female pre-service teachers working in schools with a primarily Mexican and Mexican American student population. The purpose is to educate pre-service teachers and provide a close analysis of funds of knowledge and community cultural wealth as ways to give preservice teachers tools to investigate their own practice.