As for all teacher education programs, historically Black colleges and universities (HBCUs) have been subject to a host of policy mandates for reform over the past three decades. As a group their approach to these changes has differed from those of majority institutions and their voice in the policy reform dialogue has been muted or absent. This article examines the consequences of HBCU exclusion and calls for more active participation from these institutions and a more receptive climate for their contributions.