In this public story, we explore challenges and affordances of learning mathematics when the learner's primary language is not the primary language of instruction. We, the authors, are Mary Truxaw, a predominantly monolingual (English, with limited Spanish) mathematics educator and Eliana Rojas, a bilingual (Spanish and English) bilingual/multicultural educator with expertise in mathematics education. We tell this story predominantly as a first-person narrative from Mary's point of view; however, cogenerative dialogue (Tobin & Roth, 2005) between us informs the story throughout.