This case study examined the experiences of one non-Latina bilingual teacher who was nominated as being an exemplary literacy educator of bilingual learners in a cross-linguistic and cross cultural learning environment. Findings demonstrated three characteristics that accompanied the focus teacher's conventional knowledge of literacy teaching. These characteristics included (a) an ongoing and evolving self-reflection on language and culture; (b) an unwavering commitment to understanding bilingual identities; and (c) a mindset oriented in action and advocacy. The implications for teacher education programs emphasize a focus on guiding students in traversing borders, cultivating quality practices, and building capacity for equity-oriented actions. This research was conducted through sociocultural-constructivist and culturally responsive frameworks with the intent of understanding ways of educating all teachers to be effective in classrooms of culturally and linguistically diverse learners.