While new teachers bring energy and passion into their classrooms and schools, they can find themselves incredibly challenged as they learn how to plan and implement lessons, collect, and use data to inform their instructional practices, build relationships with students and families, manage classroom behavior, and meet the varying academic, social, and emotional needs of their students. To no surprise, inexperienced teachers and high teacher turnover disproportionately affect the achievement of students who are most underserved. Education Resource Strategies paints a clear picture of this in their report, "Growing Great Teachers" (ED593368), where they describe how an inexperienced workforce can impede efforts to improve conditions for teachers and students who have been underserved for far too long. In this paper, the authors look closely at inequitable access to experienced teachers for Latino students across the country. Findings reveal that, while Latino students have similar rates of non-novice teachers as their peers nationwide, drastic disparities still exist in several states. The findings reveal whether these inequities are due to varying levels of teacher experience between the districts in a particular state or within a particular district. In either case, these disparities are not inevitable. State and district leaders and local school board members can set clear goals and identify and address barriers to preparing, recruiting, and retaining strong and racially diverse teachers. And school leaders can take steps to create working conditions that ensure teachers, including teachers of color, remain in schools and hone their craft. [For the accompanying report "Getting Black Students Better Access to Non-Novice Teachers," see ED617544.]