This article emphasizes the importance of acknowledging and considering teachers' funds of knowledge in the domain of language teacher learning. The study explores the concept of funds of knowledge in teacher learning by collecting data from a group of language teachers through written life stories, focus interviews, and individual interviews. The analysis reveals that family-based funds of knowledge influence how these teachers approach their teacher-learning process. Experiences with family, societal perceptions of teachers, and non-educational experiences have an impact not only on teachers' perceptions but also on their teaching practices. Teachers in this study emphasize the importance of taking courses to stay updated in their profession. They view these courses as instrumental in providing them with greater confidence in their work. Learning about methods, theories, and classroom management is considered a crucial asset for teachers, enhancing their teaching practice and instilling a sense of confidence. Understanding and valuing teachers' funds of knowledge can enhance the effectiveness of the teacher-learning process, providing a space for professional development where teachers can validate and utilize their knowledge. This understanding fosters a more inclusive and effective learning environment that caters to the diverse needs of teachers in their professional development process.