This study examined the lived experiences of K-12 DACAmented Latine educators in Northern California through a Chicana/Latina feminist epistemological lens and utilized "testimonios" as a methodological qualitative tool. Grounded in LatCrit and UndocuCrit, the purpose of this study was to center the voices and lived experiences of Latine DACAmented as it explored the factors that influenced these educators' decision to enter the teaching profession, the impact their dual "vivencias" as Latine and undocumented individuals have on their teaching practices and relationships with students and families, and the supports needed for their continued presence in education. Using Chicana/Latina feminist "testimonios," this study captured the counter-narratives of six undocumented teachers while also honoring the collaborative data analysis process of Chicana/Latina feminist epistemologies through two "platica" sessions. Additionally, reflexive memoing served as a method for gathering supplementary data. The analysis of data revealed that DACAmented Latine teachers entered the teaching profession due to exposure to the profession, positive schooling experiences, service to community, and to disrupt the educational system by enacting radical transformative change. Furthermore, the dual "vivencias" of Latine DACAmented educators influence the creation of classroom "convivencias," in which classrooms are converted into environments of support and community, fostering genuine connections on a human level. Lastly, Latine DACAmented educators recommend the creation of professional "convivencias," the expansion of financial aid opportunities, flexibility and knowledge by school sites, districts, and Human Resource departments when working with undocumented individuals, and a pathway toward permanent status to persist in the profession. The study brings attention to the precariousness of the status of our DACAmented educators and thousands of others that hold DACA status. The study showcased the invaluable contributions of our DACAmented Latine teachers, urging others to recognize the potential losses we and our students face in our schools if federal immigration policy remains unchanged. [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.]