This article explores how three teachers developed a similar mindset and practice of care for Latina mothering students within a caring alternative school located along the U.S./Mexico border. Three narratives are featured to reveal how teachers draw upon a network of support to transform themselves into family-like figures for their students. The concept "Integrated networks of care" is introduced as a framework that can explain communal support that can sustain the care labor of teachers at an institutional level. The article ends with a call for education leaders and policy makers to also integrate into care networks to support demanding care labor in schools.