Although it is argued that teachers of Color have the potential to improve the educational experiences and outcomes of historically marginalized communities of Color, little is known about the experiences and identities that shape their teacher preparation. Rather, there is a privileging of Whiteness in teacher education research and practice. This paper disrupts this privileging by focusing on the experiences of preservice teachers of Color in a multicultural education course. The study discussed utilized critical race theory to examine the ways that preservice teachers of Color made sense of their racialized experiences and identities over time and spaces. These counternarratives serve as a knowledge base for an emerging framework for developing culturally responsive and sustaining teacher education practices.