This pedagogical reflection essay considers how teacher candidates can use their own lived experiences, biculturalism, and bilingualism as sources of pedagogy and empowerment for not only marginalized Latino students but for themselves, too. The learning of this pedagogy and ability to empower comes from the interactions they have with marginalized students and learning how to reveal what is making them silent and to create space for their voice. Much of this discovery of self and others comes in their preparation to become teachers, which must be facilitated by teacher educators beyond the classroom. As future teachers of the marginalized, in these lived encounters, they realize that they already have much to build on from their own experiences and that they have the ability to teach and create change in our schools and classrooms now.