This article analyzes the relationships between teacher attributes (more precisely, internal resources) and teaching practices in linguistic minority contexts. The article first shows how the linguistic experiences of community members (teachers included) are related to the community’s linguistic and cultural vitality. It is hypothesized that different types of teacher linguistic experiences (enculturating, autonomizing, and consciousness raising) contribute to the development of internal resources which are related in turn to enculturating, autonomizing, and consciousness-raising teaching practices specific to a minority context. Results of multiple regression analyses show that teacher community engagement, an internal resource related to consciousness-raising experiences, is of particular importance when implementing enculturating and consciousness-raising teaching practices.