<p>In this qualitative study, I center two pre-service Latina teachers who attend a Hispanic-serving institution in a major urban city in the Southwest to illustrate their aspirations to become teachers in their communities. Using “care” as a conceptual lens, I discuss that, besides merely caring about children, these two women were inspired to become teachers because of the care they received from their own teacher(s) thus, in their own future classrooms, they aim to enact culturally affirming and relevant care with students and families. This is an important experience that Latinas bring with them into teacher education and their future classrooms because they understand from lived experiences the contextual factors that contribute to student learning and the need for more critical forms of caring in our urban schools. However, while well-intentioned, this goal of Latina pre-service teachers may perpetuate expectations which often place further taxation and increased roles for them as teachers. Given this implication specific to Latina pre-service teachers, preparation to prevent excessive emotional labor is much-needed in the teacher education field for their persistence.</p>