Utilizing Validation Theory through a social constructivist lens, this phenomenological study explores the ways in which institutional agents, peers, and family members contribute to the academic and interpersonal self-validation of Latine aspiring bilingual teachers who begin their higher education journey in the community college. All participants were members of the Mulmenyah Scholars Program while they attended one of three participating community college and remained in the program after transferring into bilingual teaching programs at the same university in the western United States. Participants had attended the university for at least one semester, but not longer than four semesters and none had yet graduated with a bachelor's degree. Data was collected using semi-structured interviews along with 21 program documents, where seven themes and 29 subthemes emerged through open and axial coding. Data analysis revealed seven themes that explore: (1) academic and interpersonal effects of program leaders; (2) academic and interpersonal effects of institutions; (3) the impact of program activities; (4) development of relationships with other program members; (5) influence of family and non-program peers; (6) ongoing development of self-validation; and (7) development as a student and future bilingual educator. Findings from these data suggest that academic and interpersonal interactions with program leaders and other institutional agents, as well as participation in purposeful and culturally relevant program activities has a positive impact on the development of a sense of commitment and motivation for bilingual teaching. Participants report that even limited support from family members and non-program friends is important to their success and peers in the program often become so close that they consider each other "familia," or family. Finally, participants report developing greater confidence, awareness of the need for culturally competent Latine bilingual educators, and an overall strong sense of self-validation as they work through the community college into university-level programs and aspire to continue their education into graduate school to better themselves and their families, and to act as change agents and positive role models for their communities. This combines their aspirational capital with a continuously developing sense of duty to themselves and others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]