Social justice teacher credentialing programs work towards building teachers' critical consciousness in order to dismantle inequities in the school system. These goals attract Black preservice teachers (PT) to a profession that is predominantly white, female, and middle class. Yet, as Black PTs journey towards completing their teaching credential, many of them experience anti-Blackness through the use of micro and macro aggressions from those with power within schools of education that house social justice programs. The purpose of this study is to investigate and understand how Black preservice teachers (PTs) who attend socially just credentialing programs, navigate racial battle fatigue, whiteness, and anti-Blackness during their preservice training. Additionally, counter-narratives will be utilized to consider how to build safe and affirming affinity spaces that will support the re-telling of Black PTs' cultural and community funds of wealth during their journey of becoming teachers. This study is specifically and intentionally focused on collecting Black preservice teachers' counternarratives, due to the levels of anti-Blackness that they experience. The findings show that the Black PTs were challenged by the institutional norms irrespective of the social justice focus of their credentialing program. Moreover, Black preservice teachers discussed and offered solutions to the purpose of a racial affinity groups to fill in socioemotional safety gaps that were not always present in some of their classes. Moving forward, policy makers must use the counternarratives of Black PTs to incorporate educational theory and praxis as curriculum requirements from educational scholars of color that have contributed to how education is constructed and taught within all institutions. Additionally, it is imperative that educational deans place a vested interest in preservice candidates, and teacher educators, who will commit to the interpersonal and intrapersonal work that is required in a social justice credentialing program. Ultimately, teacher educators must remind all PTs of the nature of social justice work and how the amplification of those who are most marginalized in society, are rightfully entitled to having their lived experiences be at the center of the work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]