Early in her academic career, the author encountered an ideology encouraging acceptance of all possible variations of a person’s language/s, heritage/s, and culture/s. This theory, Translanguaging (García, 2009b), represents both the peace and the pride that she has developed as an immigrant after a long journey grappling with the separation of identity, language, culture, and belonging. This theory describes the languaging practices of bi/multilingual speakers, but its larger purpose is to “create a social space for the multilingual user by bringing together different dimensions of their personal history, experience and environment, their attitude, belief and ideology, their cognitive and physical capacity into one coordinated and meaningful performance” (Li Wei, 2011, p. 1223). Pedagogically, it informs instruction of emergent bilingual students, but personally, it represents safe harbor from linguistic exclusion, limitation, and illegitimacy in the author’s immigration experience to the United States. In this chapter, the author discusses how her discovery of Translanguaging supplied her with a dynamic and heteroglossic understanding of language and culture and the central role it has played in her immigration experience and her efforts as a researcher to address exclusionary and elitist attitudes toward culturally and linguistically diverse teachers and students.