The voices of Mixtec students and their families informed the educational community by way of their unveiled experiences to address their academic underachievement. This qualitative, critical participatory action research study triangulated field work field notes, interviews, a teacher survey, and official district documents. Participants include a teacher-researcher, Mixtec students, Mixtec parents, a Mixtec district translator, a Mixtec translator/community organizer, a principal, a Family Resource Center coordinator, a Migrant Education Program coordinator, and twenty-four teachers. The following was asked: (1) What specific cultural experiences do culturally relevant educators need to build on and consider when preparing lessons for Mixtec students?; (2) How can culturally relevant educators enhance home-school relations with Mixtec families?; and (3) Are there unique challenges that might interfere with the academic achievement of Mixtec students? Field work at Guelaguetza California 2009 and a local Oaxacan Kermes were found opportunities to build on Mixtec students' cultural experiences and home-school relations. Mixtec students, their parents, and school officials identified reported prejudices and their trilingual context as opportunities for a culturally relevant educator to build on in the classroom. Further findings include Mixtec parents in support of their child's education, evidence of parent-teacher communication, and openness to home-visits as opportunities for a culturally relevant educator to enhance positive home-school relations with Mixtec families. Other findings include their financial circumstances and trilingual context as opportunities for culturally relevant educators to advocate for the Mixtec school community, as these challenges may interfere with the academic achievement of Mixtec students. Statistical data provided evidence that there is an influx of Mixtec students in schools, are assigned to classrooms, have only been identified since 2003 in the district's database, are in the Migrant Education Program, and are academically underachieving performing at Far Below Basic and Below Basic proficiency levels on California Standards Test. Teacher surveys provide evidence that there is a disparity between teachers being culturally proficient educators and the implementation of culturally relevant pedagogies in their teaching practices when instructing Mixtec students in their classrooms. These research findings provide data culturally relevant educators may well consider in framing tailored culturally relevant pedagogies for Mixtec students.