Many teachers exit their preparation programs with little or no knowledge of themselves as raced, gendered, and classed beings, with little preparation that centers on social justice, and/or little interaction with groups outside of their own racial and cultural identity makers. The authors' experiences as teacher educators suggest that when pre-service teachers gain experiences in settings with underrepresented students, their "mentor" teachers have often not proven to be successful with these students, thus it is difficult for the pre-service teachers to experience sound pedagogy. Based on candidates' reports of their experiences, the authors learned that the classroom teachers often reinforce negative stereotypes about communities of color, groups with low socioeconomic standing, as well as the historically marginalized and underrepresented. Many pre-service teachers, consequently, are underprepared to identify, implement, or assess culturally responsive teaching and learning (Bell, 2002; Cross, 2005; Fasching-Varner & Dodo Seriki, 2012; Fasching-Varner, Mitchell, Martin, & Bennett-Haron, 2014; Juárez, Smith, & Hayes, 2008; Hayes & Juárez, 2012). Instead of fighting against these trends, many teacher preparation programs are responding to conservative neoliberal calls to focus on accountability by placing inordinate amounts of pressure on teacher education faculty, tokenizing faculty of color, and alienating White ally faculty, while essentially obliterating attention as well as resources from socio-cultural foundations (SCF), social justice, and diversity in the preparation programs. This article shares two counternarratives that highlight the challenges in teacher education, as it relates to race and the need for engaging with SCF. These counter-narratives open up a space to talk about race and the foundations of education. As a result, this article provides a set of analytical insights that can serve as a mechanism to understand why critical conversations about race and SCF are largely "unspoken" in teacher preparation programs. Finally, the authors offer a series of recommendations regarding how faculty members and leaders in teacher education can move forward to work against the resistance to race and foundations.