The subordination, suppression, and silencing of bilingual students’ voices and their communities by their educational system came under scrutiny at the end of the twentieth century. This book provides a forum for students’ voices by examining some of the factors that promote the silencing of voice in Latino/a high school students thus submersing them in the culture of silence. Its significance rests on the ability to draw out, explore, and document how Latino/a students perceive their cultural and linguistic reality; the presentation of curricular and methodological approaches and alternatives to promote the emergence and legitimatization of students’ voices; and its insight into and revelation of the ways shared teacher/student experiences, languages, and cultures can shape and impact both classroom relations and the emergence of voice.