As a Latina teaching educator in a global city where the majority of public school children come from Spanish-speaking homes (ECS, 2013), I push the boundaries of what is "possible, plausible and desirable" (Pickering, 2006), guided by the moral imperative that I can and must make a difference in the lives of children, through the adults I teach (Britzman, 2000). Documenting this journey through teaching a research, the last 5-years preparing second careerers to teach developmental reading in schools where 1 in 4 children lives in poverty, I teach to learn as adults learn to teach. This testimonio captures what I learn in and from our community of practice, where guided performance of core literacy practices is the path to "knowledge". [Note: The title of the paper is "Lessons from Teaching to Learn from the Margins in the Borderless Classroom."]