This study draws from data collected through phenomenological interviews with a group of urban teachers identified as "exemplary" by Latino students, parents, and community members. The authors critically examine the participants' biographies and document factors they cited as most germane and influential to informing their practice with Latino students. The article concludes with a discussion of "barrio"-based epistemologies and ontologies, or ways of being and knowing that are informed by extended immersion in and connection to Latino cultural and linguistic communities, particularly as they are developed explicitly and leveraged to improve educational experiences and outcomes for Latino youth.