This qualitative case study examines the experiences of Latina prospective teachers enrolled in a bilingual social studies methods course that focused attention upon critical historical inquiry. The students built historical narratives that deliberately addressed oft-ignored histories of Communities of Color. The analysis argues however that building counter narratives through traditional evidentiary trails ignores the fundamental experiences and epistemological frameworks of Latinas. Framing such pedagogies with LatCrit allows for those epistemologies that influence Latinas' opposition to majoritarian tales and creation of counter stories.