Through a Bakhtinian conceptual framework, this text explores Latina prospective teachers' life histories--their experiences at home, in their K-12 schooling, on campus in a Midwestern university, and in their teacher education program. Further, it shows how often, when asked about their own experiences, Latinas responded with stories of their mothers' past and present experiences. The author shows how drawing on stories of their mothers supported young women in rebutting discourses promulgated by white female peers regarding their cultural and language backgrounds, making them feel dismissed and unvalued. They used "mother stories" as ways to assert their strengths, knowledge, and understandings about schools and schooling.