Current educational trends show an increasing number of Latinx students in the U.S. school system and a shortage of Latinx teachers who mirror their experiences. To better understand how to attract more Latinx teachers to the profession, we must better understand Latinx educators' language and cultural experiences and teaching practices. For this reason, this qualitative study explores Latinx teachers' linguacultural experiences and teaching practices through two exploratory case studies on Latinx educators who serve Latinx students. Data was collected through interviews, digital stories, and the teachers' lesson plans to explore the participants' linguacultural experiences and teaching practices. Findings revealed that teacher participants positioned themselves as opposite to "'that' teacher", a prototypical monoglossic teacher who hinders and belittles the multilingual experience. By adopting translanguaging practices, they leveraged their students' linguacultural experiences, creating a pedagogy for hope and resistance. The study will discuss implications for transformative practices and the need for teachers' who support Latinx students in the U.S.