The term "Latino" in this paper adopts a U.S. definition to refer to those persons born/living in the United States who are of Latin American ancestry. U.S. Latino literature is defined as literature that is originally composed mostly in English, but not exclusively, by authors of U.S. Latino background. Selections of Latino literature in the U.S. high school English curriculum, though particular to certain Latino groups, have served as representative of the entire Hispanic or Latino population in the United States. Textbooks and supplementary readings and materials are usually limited to the same authors. In this article, the author explores the ways U.S. Latino literatures are situated within commonly used high school literature anthologies. She examines how their positionings within the textbooks affect knowledge produced about U.S. Latino cultures and identities. In particular, the author focuses on nationally mandated or adopted teacher edition (TE) literature anthologies selected for high school 9th to 11th grade. The author discusses the work of Sandra Cisneros and the ways in which she and her work are positioned within the selected high school literature anthologies constructing specific meanings that serve as representations of U.S. Latino literatures, cultures, and identities. The author begins with a brief review of literature that highlights previous research noting that the ways in which U.S. Latino literatures are commonly analyzed for study are insufficient at best. (Contains 1 table and 3 notes.)