This study documents the struggles and successes of three Mexican American teachers over a 40-year period in the Alice Independent School District, Texas. In order to focus on the construction of the subjects' identity as Mexican American teachers, the interviews were transcribed and categorized into themes: parental influence, school experiences, extracurricular activities, college attendance, role models, discrimination, language, politics and career, significant points in career, positive and negative changes, and lessons learned. A brief biographical sketch emphasizing education and teaching experience is given for each teacher. Through the shared personal recollections of the interviews, the teachers demonstrate how their ethnic and personal self-concepts were constructed through strong parental influence and support; caring teacher role models in high school and college who challenged and motivated them; social interactions both in the classroom and in extracurricular activities; early discrimination, Chicano political empowerment, parental involvement, and discipline; and technological changes in education. In turn, the teachers challenged, cared for, and motivated their students as they had been. (SAS)