This article is framed by the notion of "educación" and how it influenced the narratives of resistance of 12 seasoned bilingual teachers (Solórzano &Yosso, 2002). Using an oral narrative approach, we share participants' descriptions of the connections between their "educación" within their families and communities and how this "educación" has helped them navigate, resist, and even "play the game" (Urrieta, 2009) during their educational K-16 trajectories, and in their interactions with colleagues, parents, and children as seasoned bilingual teachers.