Recently we have seen a heightened public assault on critical race theory (CRT), anti-racist ideologies and practices, and on scholars, faculty, and activists who employ CRT in their work. In this article we draw upon CRT, Latina/Chicana feminism, and critical raced-gendered epistemology, to situate the experiences of Latina faculty in post-secondary education and provide an onto-theoretical framework to make sense of a composite narrative we collaboratively created: Dra. Rivera. We conclude by offering several suggestions for Colleges of Education and teacher education writ large.