Mathematics teaching is an inherently social activity, highly dependent on the lived experiences of its members. Drawing on sociocultural perspectives, we explore the mathematical lives of Latinx paraeducators to better understand the ways in which their backgrounds might influence their attitudes toward mathematics and mathematics teaching. Eleven paraeducators participated in the study that used interviews, artifacts, and informal observations to document their lived experiences, particularly in regard to mathematics. The evidence suggests that aspects of their personal narratives, particularly family, home culture, and personal hobbies and interests, had important influences on many of the participants. Implications on the social aspects of mathematics teaching and the need for relevance are provided. [For the complete proceedings, see ED629884.]