Supported by research on urban education, teacher shortages, and ethnic representation, this qualitative case study seeks to explore the motivations behind Hispanics and/or Latinos pursuing careers in education and the paths they take to achieve this objective. Conducted through semi-structured virtual interviews with ten current educators in the Oklahoma City metro area, the study employs Critical Race Theory and Latino Critical Race Theory to analyze their lived experiences. From these interviews, five key themes emerged: adverse high school experiences, lack of college knowledge, financial obstacles, language barriers, and strong connections with students. These findings illuminate the hurdles encountered by Hispanic and/or Latino individuals in the education field, emphasizing the necessity for systemic support and representation. The insights gleaned from this research provide valuable direction for educational institutions and policymakers, offering strategies to overcome barriers and foster a more inclusive environment. By prioritizing diversity and representation, the goal is to inspire and empower more Hispanics and/or Latinos to pursue careers in education, thereby enhancing the profession and benefiting students and communities alike.