Despite that U.S. classrooms have become more diverse, the demographics of teacher education programs remain dominated by white middle-class females, thusly students of Color rarely have contact with educators who share their ethnic and cultural backgrounds. Scholars assert that the more students encounter educators from similar ethnic/racial and cultural backgrounds, the more culturally relevant, responsive, and meaningful their education will be (Darling-Hammond, 2012; Gist, Bianco, & Lynn, 2019; King, 1993). This lack of teacher-student similarity is especially prevalent for Latinxs who represent 25% of all U.S. PK-12 students and yet only 8% of the teacher population. In addition, the need for Latino male teachers is dire as their representation in teacher education programs lags far behind any other demographic, specifically at less than 0.5% of teachers (Snyder, de Brey & Dillow, 2016). Using frameworks of Critical Race Theory, Latino Critical Race Theory, and "testimonios," this study uses individual interviews to investigate: 1) Latino male educators' past experiences with racism in schooling; 2) the impact that race had on their self-perceptions and perceptions of teaching; and, 3) the impact of having a Latinx teacher on Latino males' perceptions and considerations of teaching as a profession. I interviewed seven Latino teachers (N = 7) regarding their experiences in becoming educators with the aim to examine the nuances impacting Latino males' perceptions of teaching. Specifically, this study was guided by four research questions: 1) "In what ways do PK-12 schooling experiences contribute to Latinos' decisions to become teachers?" 2) "What roles do teacher demographics and race play in Latinos' decisions to become teachers?" 3) "To what extent do schools invalidate the lived experiences and knowledge of Latinos, and how does testimonio help document and theorize this oppression?" 4) "In what ways do Latinos see their role as teachers in dismantling and transforming oppressive conditions in schools?" Study results will assist schools of education, high schools, and policy makers in sourcing, recruiting, and retaining this underrepresented Latinx teaching population. [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.]