Southern Chile is characterised by its rurality and poverty. This region hosts the highest percentage of Mapuche people in the country and a growing immigrant population that has contributed to the cultural and social diversity of the local educational system. This chapter presents a qualitative study which adopts a multidimensional and biographical-narrative approach to document the experiences of exclusion of prospective Mapuche teachers throughout their educational trajectories in a local university located in La Araucanía, Chile. We adopt Terigi's notion of educational trajectory understood as the educational experiences and events that a person undergoes through her academic journey in the educational system. Our analysis sheds light on how the experiences of exclusion exacerbate inequity along racial, gender, and ethnic lines and appear to shape the participant's educational trajectories.