Child Language Brokering is a very common phenomenon for Latinx/a/o children of immigrants, who usually begin language serving as translators and interpreters at a young age and carry these roles into adulthood. Yet, despite the prevalence of Child Language Brokering, the findings of existing research still do not agree on the impact of this phenomenon on the Child Language Brokers (CLBs) themselves and society in general. This study aimed to gain a clear understanding of CLBs' lived experiences and examine where power is allocated and the effect of these power dynamics. This paper reports the lived experiences of six former CLBs who have all enrolled in at least three Translation and Interpreting classes in the same college in the state of California. The data collected from semi-structured interviews are analyzed using a poststructural phenomenological approach, Focault's Theory of Power/Knowledge (1990). Implications of these findings are discussed in order to obtain a clear picture of Child Language Brokering and contextualize it in society in the hopes of improving the conditions of CLBs themselves and language access in general. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]