Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict routines. However, to prepare culturally and linguistically responsive teachers, research showed trauma pedagogy as a tool for disrupting preservice teachers' preconceptions about ELLs and unsettled their perceptions about teaching in diverse settings. This article's intent is to provide reasons for hope, endorse regard for difference, and embrace individual identity (especially ethnicity and language) as salient to the prospects of becoming a successful teacher. To this end, the authors investigated how participation in a mediated language immersion experience influenced preservice teachers' views about culturally and linguistically diverse students.