This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ Res J, 32(3):465-491, 1995, Soc Stud Curric Purp Probl Possib, pp 201--215, 2001; Quiocho and Rios, Rev Educ Res, 70(4):485-528, 2000) and culturally sustaining (Paris, Educ Res 41(3):93-97, 2012) lessons with her culturally and linguistically diverse students. Utilizing ethnographic methods, data was collected through oral and written "testimonios" from Ms. Méndez (pseudonym), a bilingual 3rd grade teacher. Findings reveal how implementing culturally sustaining lessons along with teacher self-reflection supported how Ms. Méndez critically examined her teaching approaches. This article highlights how through "testimonio" a bilingual teacher can reflect on her pedagogical practices including how she used students' funds of knowledge as a steppingstone into learning, how bilingual teachers use "ingeniosidad"/ingenuity by taking what students already know and growing new learning possibilities, and ultimately what we stand to learn from the voice of a teacher. This article concludes that when teachers utilize ideological and pedagogical clarity, they are able to make autonomous curricular decisions; and they are able to find innovative approaches that foster meaningful learning experiences for all their students.