A shortage of Spanish/English bilingual educators exists in Texas with large numbers of emergent bilingual students concentrated in high poverty areas. The goal of this study was to examine how six Latino/a bilingual teachers narrated their professional lives while negotiating the power relations within the school system. Data was collected via semi-structured interviews. Findings indicate that these teachers were plagued by limited resources, marginalization, and educational practices that set them up for failure. Suggestions for addressing gaps in the training of administrators and mainstream teachers are provided.