This article draws from a longitudinal study of 38 in-depth "testimonio" interviews with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college students and then as professionals. A Chicana feminist theoretical perspective in education was utilized to explore how undocumented Chicana/Latina ways of knowing emerged in the ways they worked with and for immigrant communities as professionals. The study found that participants drew from their multiple identities, social locations, and life experiences as undocumented Chicana/Latina women to engage in pedagogies of resistance--everyday forms of teaching and learning that challenge the subjugation of undocumented communities, and are shaped by personal and collective experiences, knowledge, and identities. The study found that participants utilized "mestiza" consciousness, "convivencia," and bodymindspirit to employ these pedagogies of resistance in their professional work with and for immigrant communities.