The project's objective is to understand how undocumented immigrants navigate political and professional challenges to become public school teachers in California. As a sanctuary state where the need to diversify the teaching workforce is urgent, California is an important site for studying undocumented teaching pathways and pedagogical practices. Guided by a mixed-status research team, the report draws from interviews with current and aspiring UndocuTeachers. Findings point to the diverse motivations for becoming teachers, the barriers they face in the teacher pipeline, the unique perspectives they bring to the classroom, and the overall impact on their wellbeing. The report carries implications for school and district practices, but also broader immigration policy. [This report was created by the The UndocuTeacher Project with support of the Sociological Initiatives Foundation.]