People of Mexican origin in the United States have long experienced discrimination in wages, housing, and schooling, which directly impacts their participation in the STEM (science, technology, engineering, and mathematics) workforce. Using interviews of Latina scientists and teachers, autoethnography, family and newspaper archives, and history and social science research, I reflect on key aspects of Mexican and Mexican American history that contribute to the challenges faced by Latinos in the US educational system today. Analysis of my own educational trajectory reveals the hidden part that teacher role models in my community and in my family played in my journey to becoming a scientist. Latina teachers and faculty, middle school science programs, and the provisioning of stipends for undergraduate researchers are emphasized as strategies for increasing student retention and success. The article concludes with several suggestions for how the ecology and evolutionary biology community can amplify the educational success of Latinos in STEM by supporting the training of Latino and other minoritized science, math, and computer science teachers.