This article examines the experiences of Latina mothers in one two-way immersion Spanish-English bilingual program in the United States. Through a qualitative analysis of ethnographic interviews and their selective transcription as verse--or "antropoesía"--this analysis seeks to illuminate the phenomenological aspects of what it means to be a Latina migrant mother. These poetic transcriptions evoke the themes of migration, of not knowing English, of discrimination, of resistance to English-only discourses, and of pride in children's bilingualism. Understanding the experiences of Latinx immigrant parents in schools is critical for both research and practice, given the important role that families and caregivers play in the education of children. In order to do justice to such experiences the author argues that we must learn to critically listen, and to do so requires us to represent our participants' experiences differently in our work.