This article focuses on the findings of two multicultural feminist critical researchers who research with, for, and about Puerto Rican and Dominican youth and children. Across the research, participants developed peer structures, challenged school pedagogies, and maintained relationships with teachers. The authors present the article in two sections. First, they trace the theoretical underpinnings for home(land) pedagogies as critical spiritual practices through an exploration of Latina feminists' theorizing of "educacion," family pedagogies, "la facultad," and "lo cotidiano." Second, they present the stories of the researchers and their participants. Within these two presentations, the authors outline the ways that participants draw on home(land) pedagogies to: (1) actively critique, restructure, and fight against inequitable pedagogical school structures; (2) create means of survival and identities of successful students; and (3) affirm and support their cultures and the cultures of other Latina/o children, in particular the Spanish language, in schools.