The study examined the influence of culture on the desire of a group of six aspirantes (Spanish/English bilingual education teacher candidates) from Texas to become bilingual education teachers of Latin@ bilingual learners. Chicana/Latina feminist thought is utilized as a lens to understand the role teacher education programs can play in helping teacher candidates explore their cultural backgrounds and critically assess hierarchical systems of oppression. Incorporating Latina teacher candidates' cultural resources in teacher education programs can prove beneficial in preparing all teachers to meet the strengths and needs of Latin@ bilingual learners.