Grounded in a Xicana/Xicano framework and critical pedagogy, this study utilizes the methods of participatory research and critical ethnography to understand how Xicanas/Xicanos perceive their role in the classroom when teaching Raza students. This three-month study focuses on three critical Xicana/Xicano educators who are in the teaching profession to work specifically with Raza students. Using their Xicana/Xicano identity as the central point to understand why and how they teach, the research explores what it means to be a critical Xicana/Xicano educator when teaching is viewed as a political act for social transformation and the emancipation of Raza students. Specifically, through dialogues, observations, and journal entries, the participants and I explore how their teaching for social trans/formation transcends into the classroom. This article will focus on the themes of positionality and agency that emerged from the data collected. These themes will be contextualized in relation to student/teacher relationships and curriculum.