This manuscript shares how one teacher education program is working to interrupt racist, xenophobic, homophobic, antisemitic, ableist, and sexist microaggressions and other forms of discrimination that occur in P-12 field experiences. In this article, we share our context, actions, and examples (i.e., critical cases) of microaggressions from pre-service social studies teachers' field experiences. Drawing upon microaggressions theory, we frame our work with equity literacy to analyze pre-service teachers' field experiences and connect to microinterventions. We argue that teacher education programs must prepare teachers to respond to and interrupt microaggressions, and move toward curricular interventions in the social studies in an effort to transform schools to be more equitable in the curriculum and institutionally. We hope practitioners will engage with the ideas and practices presented and reflect on connections and applications to their schools, communities, and contexts.