Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writings, and focal student language profiles, the study surfaced themes and contrasts across profiles and found that self-reflexive inquiry promoted metalinguistic awareness and helped students begin to leverage their linguistic resources in generating ideas for teaching linguistically diverse learners.