This article investigates the perspectives of seven adolescent Latinx students in relation to being bilingual and bicultural, and to their former K-8 elementary school, which offered a variety of culturally sustaining practices, including campus-wide use of both Spanish and English and a dual language program. Within this qualitative case study, students recount what they value from their elementary K-8 school and share how they've drawn from that experience to negotiate various challenges to their linguistic and cultural identities in high school. The students characterize their elementary years as providing a foundation of support, helping them in becoming who they are today. This study examines the curricular and instructional practices at a bilingual elementary K-8 school through the students' own perspectives and draws from the students' recollections to deepen our understanding of collaborative processes of empowerment for Latinx students in school.