In this article, the authors examine some of the historical instructional approaches that have been used with Latino/a students, and they analyze the impact these have had on their educational experiences and outcomes. They also highlight some participatory action research projects and culturally responsive pedagogy as promising instructional practices that have the potential to transform students' personal and professional trajectories as well as empower them with the skills to meaningfully participate in and transform society so that it is more inclusive and just. Drawing on these approaches provides a stunningly different vision for Latino/a education than is currently the case, one that can serve as a vehicle for both personal transformation and community empowerment.