Using community cultural wealth as an overarching theoretical lens and validation theory interconnected with language and identity frameworks, this paper describes the educational trajectories of Latinx bilingual pre- and in-service teachers in the borderlands. This study explores how its participants experienced struggles and resilience while constructing an identity as capable bicultural-bilingual teachers. In doing so, this manuscript presents the participants' voices as stories of resilience that were crucially impacted by (in)validation agents throughout their K-16 education. Having the premise that the voices of bilingual Latinx teachers need to be heard and utilized as pedagogical tools, this study contributes to the line of research on the pipeline of teachers of color, their educational trajectories, and their constant struggles and resilience while pursuing their college degree.