In the early years of high school, higher education appeared as a distant and convoluted path. I felt aimless, uncertain of the opportunities attainable through genuine effort. This left me feeling uncertain as I drifted through my freshman and sophomore years. I lacked the support of my family—My mother was burdened by financial constraints and my father was out of the picture and unsupportive. To me, it felt impossible that I could achieve greater feats and make something of myself. As I approached my junior year, it became clear something had to give. Since I was a young girl, I felt a calling to teach. At age 7, I had four younger brothers who I used to love to play pretend with: I was the instructor, and they were my pupils. Because they were too young to have started school, I used to lead them through lessons I had learned in my first-grade class. I assigned them their seats in plastic Little Tike chairs. I would give them assignments, grade them, and write mock report cards for our mom. I would allow them to partake in recess and a lunch period in the middle of our day. As silly as it was, it was my favorite game with my brothers. It dawned on me then that I could be a teacher, a real one. I signed up for my high school's educational-behavioral science program, known as 'Teacher Preparation.' It changed me. I took college-level courses and gained experience through internships in both classrooms and through our school's social worker. For the first time in my life, I felt a sense of accomplishment in a study I excelled in. I completed two years in the program and competed in a national conference in Dallas where I placed 7th in the category I chose. However, when it came time to look into the idea of college, I froze. I applied and was accepted into a 4-year program at a university, but once again, it felt unattainable due to finances and insecurity. What if I wasn't good enough? Intelligent enough? Would I blend in with the crowd again and float through classes? I quietly withdrew my acceptance and let my inner fears decide it wouldn't work for me. The years following my graduation from high school were tough. I faced adversity entering the workforce, navigating paying for my expenses, and difficulties with my family. Finally, I am at a station in my life where I feel I can proceed with my goals. I am motivated to achieve the career I have always envisioned myself in. It is of the utmost importance that I use my education to make a meaningful contribution to those I teach. As educators, I feel it is vital to use the knowledge we impart to students to inspire them to give back and become upstanding members of our communities. Activism will always be an integral part of my life and in my classroom, and I want to use my voice to champion students and community members in need.