This study analyzes self reported transition experiences of five Latina bilingual novice teachers' into the classroom and documents how they participate in their own socialization as bilingual teachers. Informed by a sociocultural perspective of teaching and learning as socially constructed and mediated and by a critical perspective of education, this study finds: (1) Latina bilingual novice teachers' face inequitable working situations and engage in emotional and hidden labor; (2) existing school cultural contexts influence novice teacher identity development; (3) teaching itself is a contested ideological process. The study concludes by discussing implications for teacher education and future research. [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.]