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Initiatives to increase the number of teachers of color in U.S. public schools must be accompanied by culturally relevant teacher preparation for candidates of color. This study is a cooperative inquiry (Heron, 1996) conceived, conducted, and analyzed by five preservice teachers of color and one of their professors, a white lesbian. The women met biweekly for a year to co-construct meaning from their experiences in a teacher education program. They analyzed data sources together, including meeting transcripts, autobiographical sketches, and reflective writing on themes from the data. Key findings include the complexity of teacher candidates' identities; the importance of support systems for teacher candidates of color, particularly within predominantly white contexts; the connection between teacher candidates' backgrounds and their visions as teachers; and the role others' perceptions, particularly teacher educators, have played in teacher candidates becoming teachers.

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