This study explores the linguistic violence of bilingual Latina/o/x adolescents in school settings in Southcentral Texas. In addition, the paper examines how these students see themselves as proficient Spanish/English bilinguals. In doing so, the author uses a language ideologies framework coupled with Anthropolitical linguistics. Within this overarching perspective, the author also utilizes a raciolinguistics lens to support his findings. Using a fluid ethnographic approach, the author collected data through class observations, interviews, focus groups, and students' artifacts. Findings were grouped into two main categories with some subsections: (1) linguistic violence; (a) marginalization of Spanish and its speakers; (b) legitimizing varieties of the Spanish language; and (c) language loss and blocking biliteracy, and (2) languacultural identity: (a) bilingualism is our language. Implications for teachers, school administrators, and teacher preparation programs are discussed. This study contributes to the field of bilingualism, language violence, and identity of marginalized adolescents.