The problem addressed in this critical autoethnographic study concerns the lack of higher education opportunities for musicians in the state of Sonora, Mexico and the ways in which that impacts music educators from the region. In particular, I look at the different paths music teachers take to follow their vocation by critically examining my privileged music education story. I base this critical lens on a framework of capital to understand the types of resources and forms of capital that are needed to study music professionally in Sonora. This study is presented through stories and poems that reflect the realities of my music education journey as well as the stories of this study's participants. The primary research question was: What factors, including social class, impact the availability and accessibility of resources and professional development opportunities for music educators in Sonora, Mexico? To collect my data, I employed individual/personal and what I call "collective" forms of data collection through journaling/creative writing and interactive focus groups. The creative writing I engaged with included letter-writing, poems, and vignettes. I did some of my personal writing before and after conducting the interactive interviews to constantly reflect and embody the practice of meaning-making. This study included 19 participants who are active music educators in Sonora and who were assigned to three focus groups. Upon completion of the nine interview sessions (three per group), I began to engage with the collected data by relistening to interviews, reading Spanish transcriptions and thinking about the possibilities for selecting and translating such stories. After identifying important moments in participants' narratives, I reread my selections to identify different forms of capital that were represented. The four forms of capital with which I framed my analyses are economic, social, cultural, and human capital, which I based on literature by Becker (1964), Bourdieu (1986), Coleman (1988), Lin (2001), Portes (1998), and Schultz (1971). Based on this study's data and my personal reflections, I concluded that the factors that positively impact the accessibility of resources to study music in the state of Sonora are mostly tied to social and cultural capital. Those who studied music at the college level had some kind of support system that influenced when and how they started learning music, as well as providing them with information about where they could continue studying music. When it comes to professionalization, however, social and economic capital seem the most impactful based on our reflections. I consider my family's economic capital as an ultimate differentiator between the schools I had access to at the elementary and college level, informal education settings like private lessons, and those schools and opportunities accessed by participants. Furthermore, I share how it was evident in participants' interactions that western music education practices are what they consider as legitimate, regardless of their education attainment or the musical genres that they engage with. [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.]