Visible teaching invites educators to bring activist and change-agent identities directly into their teaching, working collaboratively with a community to enact sustainable, albeit constantly transforming, societal change. This article uses data from a year-long ethnographic study to paint a portrait of one Chicana veteran teacher who enacts an activist pedagogy in the secondary English language arts (ELA) classroom. The portrait emphasizes how visible teaching creates change across multiple levels of school society, and acts as a model for ELA teachers who seek to practice activist teaching in their own schools.