Mounted on the walls, windows, and bookcases of Ms. Cati de los Rios's Pomona High School classroom are a multitude of faces, mainly heroes, martyrs, and leaders of Latina/o and African descent. These faces are a symbol of the countercultural and student-centered approach to education that occurs in her classroom. The mere presence of these heroes, martyrs, and leaders slowly begins to do transformative work in the students: Their presence ignites an intellectual curiosity and contributes to an internal impetus to learn, think, and connect the past with the present. By creating the conditions in their high school and college classrooms for student input and inspiration, the authors have observed the spark and excitement that comes with teaching. During the 2008-2009 school year, this spark was especially fierce--igniting a movement for Chicana/o-Latina/o studies at Pomona High School and leading to community building across racial, class, and geographic divides between their two schools. These events brought history alive and affirmed students' sense of selves as agents of change. However, the process was not straightforward, and along the way the authors were challenged, as were their students. In this article, the authors reflect on their experiences of working together, which attest to the power and possibility of transforming education and decolonizing relationships. Perhaps it is precisely this transformational power that fuels the movement to ban ethnic studies and confiscate books in places such as Tucson, Arizona. Fortunately, as students have taught the authors, "el pueblo unido, jamas sera vencido"--the people united shall never be divided. (Contains 5 footnotes.)