This article evaluates data from a case study involving five third-generation Mexican American teachers who work in an urban school district in Central Texas. The study analyzes their social capital and their culturally responsive connections with immigrant, first-, second-, and third-generation Mexican American students' in and out-of-school experiences. For this case study, I analyzed data collected from individual pre-COVID19 face-to-face interviews and field observations to study their individual perceptions about their culturally responsive connections with Mexican American students from diverse generational backgrounds. Moreover, data analysis indicate that the teachers' cultural and ethnic advocacy inform their identities as culturally responsive teachers.