Abstract: The literature pertaining to Mexicano/a, Hispanic, Latino/a, and Chicano/a perspectives on the museum offers a critique to mainstream museum practices. Through a series of in-depth qualitative interviews of 15 teachers, 9 museum administrators, 25 museum visitors, and 2 photographers, it becomes clear that the response, reception, and educational utilization of the Americanos: Latino Life in the United States exhibition are multilayered and varied. The producers of the Americanos exhibit had a strong vision on showing a positively affirming depiction of Latino life in the United States in order to counter the predominantly negative stereotypes of Latinos/as in mainstream media. The Americanos exhibit became a national traveling exhibition. I examine how the Americanos exhibit was produced, how museum administrators showcased the exhibit, and how teachers utilized the exhibit to approach issues relevant to their students' lives. The study also examines how teachers interpreted the exhibit producers' intentions by adapting the exhibit to their students' lives, to their geographical location in the United States, and to their own community's needs and issues. In addition, I explore how the Young Americanos photographic competition helped to bring the local flavor of the host institution's community into the exhibit. Based on the findings of this study, I propose a more dialogical approach to museum practice, which involves all levels of community involvement in the interpretation of its own history. This study offers recommendations for how museums can begin to seriously consider the lack of people of color in positions of power and leadership.