During the 2022-2023 academic school year, I was a Student Outreach Assistant (SOA) for the UC Davis Early Academic Outreach Program (EAOP), which provides underserved schools access to leadership and learning activities that expose students to future college and career goals, and provide them equitable opportunities for post-secondary aspirations. Recalling a session at Esparto High School, my colleague and I presented to EAOP juniors. One student only spoke Spanish, and the teacher supervising told us to continue the presentation in English, but I felt it was unfair to that single student. I decided to facilitate the presentation in English and Spanish because the student should not miss out on valuable information and resources due to a language barrier. Esparto High School's approach is no different than the model other high schools follow, which often treats non-English speakers as a nuisance and forces them to “get with the program”—assimilate—or pushes them out. This made me think of my experiences in elementary school in San Jose, where I would be removed from my regular classes to attend my English Language Development (ELD) class. This resulted in falling behind and making me feel as if I was “dumber” than my classmates. As an English Language Learner (ELL), I was taught to strip away my identity—my language and culture—and learn to be the “model minority,” which resulted in feeling unappreciated, disrespected, and angry. In a world that is becoming more diverse, rather than dividing students for their lack of proficiency in language, teachers should encourage all students to use their home language as a strong foundation for learning. This is what my Spanish Heritage High School teacher did for me. Mr. Ramirez along with my work with EAOP reaffirmed my desire to become a Spanish Heritage educator and be able to aid ELLs in the classroom more consistently. I am a proud first-generation Latina born and raised in San Jose, California. My primary career objective is to address the varied needs of students from diverse backgrounds with an overall goal of ensuring every student experiences a sense of belonging that nurtures their passions and creates positive learning habits that aid them in success. As educators, engaging with students at their current level and serving as their unwavering advocate is crucial. I want students to have a positive experience in the K-12 educational system. Even when students do not believe in themselves, I will be their number-one support system. While I overcame such barriers and found myself at a top University, I am still a prime example of the lack of equity in education for students categorized as others. Recognizing the impact of representation in education, it is evident that when educators look like the students, the likelihood of success significantly improves, fostering positive outcomes within Communities of Color. I want to create an environment where students see themselves reflected in their educational journey and feel empowered to strive for academic excellence. As an aspiring Latina educator, I am deeply committed to being a catalyst for positive change for the next generation of Latine leaders. The Stanford Teacher Education Program Secondary Program (STEP) is enhancing my leadership skills and bringing me closer to my future career goals. I am prepared for the practical and intellectual challenges that lie in the career of educators.