This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic carin~o (composed of intellectual, familial, and critical carin~o). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic carin~o. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical carin~o. We conclude with a call for teacher educators to consider enacting authentic carin~o and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic carin~o can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development.