Mexicanos/Chicanos in the United States have historically suffered derision and mistreatment by the mainstream culture because of their use of nonstandard Spanish and English, as well as codeswitching (alternating between two or more languages or language varieties). In the field of education, codeswitching and the use of nonstandard English and native languages among low socioeconomic status (SES) linguistic minority students, including Latinos, have generally been recognized as a deficiency that needs to be repaired. Thus there is an urgent need to help mainstream teachers develop ideological clarity that will enable them to interrogate their own deficit views of low-SES emergent bilinguals, and of the nonstandard languages they bring to the classroom. In this article, the authors first discuss the concept of ideological clarity and the need for teachers to develop this ability. They then share the general research on teachers' ideological beliefs and attitudes about linguistic minority students, including specific research on bilingual teachers' perceptions of nonstandard language use in the bilingual classroom. They conclude by discussing the incorporation of a "cultural wealth" model into the study of ideology in bilingual teacher education as a strategy to potentially improve the academic and linguistic achievement of linguistic minority students. Throughout, they offer real-life vignettes to illustrate some of their key points and thus render their arguments more concrete and accessible.