In this study, testimonio was used as a methodology to conduct and analyze interviews with 12 Latinx students enrolled in California State University, Long Beach’s teacher education programs. Participants were interviewed about their educational experiences in order to explore their motivations for becoming a teacher and examine the role their family and extended community has played in their educational journey. Utilizing Latina/o Critical Race Theory and Community Cultural Wealth as the overarching theoretical frameworks, the analysis revealed that participants were influenced by positive and negative experiences with educators to become teachers. Students developed strategies to access and navigate higher education despite institutional barriers by drawing on various cultural capitals to overcome challenges. Participant’s experiences highlighted that they were committed to social and educational justice and serving Communities of Colors in their role as teachers. The students’ testimonios are evidence of how their and their communities’ cultural assets and strengths allowed them to attain their goals of obtaining a higher education. These findings serve as insight to improve practices to support Latinx pre-service teachers and to advocate for additional funding, programming, and support services along the Latinx teacher education pipeline in order to ensure that more Latinxs become teachers.