This study examines the significance of the world views and life experiences of preservice Latino teachers in the United States as they uncover their untapped potential to address the social, cultural, and political needs of a racially and ethnically diverse student population. Using a qualitative approach that includes in-depth individual interviews, we explore the relationships, goals, and insights of five Latino men studying teacher education. Specifically, we investigate their experiences, costs, and barriers as they constructed their biographies and developed pedagogical knowledge as burgeoning teachers. The participants share their relationships, commitments, and responsibilities in and out of school. They also spoke of multiple barriers that prevented them from entering the profession, including credentialing, low expectations for learning, and financial and familial obligations, among other concerns. Results are discussed with recommendations for reimagining teacher education programs in the United States to better support young men of color entering the teaching profession.