This paper explores the emotional experiences of three first-year Latinx teachers in Dual Language Bilingual Education (DLBE) programs. Drawing on interviews completed over the course of a year-long critical ethnography with collaborative elements, I created a series of transcription poems highlighting salient emotions. Applying feminist theories of emotion as knowledge to the teachers' expressions in the poems, I argue that the poems indicate the teachers' embodied awareness of (in)justice and creative means of resistance. Through the presentation of the poems and the invitation to 'critically listen,' this article offers an opportunity for readers to feel the impact of Latinx teachers' voices and experiences in white supremacist systems.