This autobiographical research draws from testimonio inquiry exploring my lived curriculum as an emerging scholar and curriculum administrator of students who are living in historically marginalized areas. The questions are: How can testimonios inform the struggles of immigrant students in the Whitestream curriculum? How does my life in Nepantla inform teaching and learning in Aztlan? My framework is based on Gloria Anzaldúa's notion of Nepantla. More specifically, I use testimonio as a method of inquiry to critically explore my work to transform a curriculum designed from a White supremacist perspective into a more relevant curriculum. This study is important because immigrant educators will acquire conocimiento (knowledge) about the educational inequalities that still exist in education and they will learn to be agents of change in education.