Black teachers only make up six percent of the profession according to the National Center for Education Statistics. A critical lens is needed to scrutinize disparities which create barriers within teacher education. How might Afrofuturism help us imagine pathways for Black girls/women to navigate through/around structural inequities to teacher education? A frequently cited model, culturally relevant pedagogy provides a catalyst for change but is often reduced to trivial celebrations. It is beneficial, therefore, to foster imagination as a resource to defy status quo norms especially for those persons relegated to the margins. Afrofuturism offers a creative remedy and cultural critique existing beyond preconceived notions of Blackness. This article examines how Afrofuturism can be applied to imagine or speculate an alternative approach to teacher education by centering Black girlhood, Black feminism, autoethnography, and poetry. To do so, I concentrate on my journey as a Saving Our Lives, Hear Our Truths (SOLHOT) homegirl or adult volunteer to envision my harrowing pre-service teacher experiences anew. Black girlhood celebration provides a framework to engage speculative or experimental methods for honoring the full humanity of Black girls. There is a call to action for Black teachers, Teachers of Color, and white teachers who are committed to the success of Black students.