This study examined the perceptions of three individual Mexican American teachers and explored their lived experiences and the qualities deemed necessary for their success in the educational to teaching pipeline. The research specifically addressed the factors contributing to the participants' completion of a college degree and earned teaching certificate, which has led them to serve students of similar backgrounds. The research design consisted of a qualitative methodology with life history inquiry and a LatCrit theoretical approach, which was used to examine the lived experiences of the participants who navigated the educational to teaching pipeline despite experienced marginalization. The data was collected through personal interviews, which focused to acquire detailed information about how the participants were able to succeed despite the variety of demographic, socioeconomic, and institutional characteristics that would impede the participants from academic completion and how these experiences contributed to their serving Mexican American youth. The three analytical categories that emerged from the data gathered were: (a) influence of family support, (b) school life and experiences, and (c) reflections of teaching experiences. This study explored only a small fraction of the broader Latino experience and successes in the educational setting, but can bring forth new information that elucidates the positive influences that Mexican American teachers have on Mexican American youth. [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.]