Minority teacher candidates' capacity to connect with diverse students in preK-12 settings is a driving force behind the demographic imperative to diversify the teaching professions (Achinstein, Ogawa, Sexton, & Freitas, 2010; Banks et al., 2005). Teacher candidates of color have great confidence in their abilities to relate to students of color and to serve as role models (Weisman & Hansen, 2008; Williams, Graham, McCary-Henderson, & Floyd, 2009). The possible connections fostered by a diversified teaching force are offset by the reality of classroom demographics. Recognizing the importance of increasing the number of minorities in teacher education programs and subsequently increasing the number of minority teachers in the field, this article is written by five self-identified minorities in teacher education. The authors view their experiences through the lens of connecting to others as they explore their decisions to enter teaching, their experiences in a teacher preparation program, and their professional goals. Four questions frame their research: (1) What does it mean to identify as the "other" in a teacher education program? (2) What obstacles have they encountered as a result of being the "other"? (3) How do they, as teacher candidates and a teacher educator, believe their "otherness" will impact their teaching? and (4) In what ways do they perceive their "otherness" as a benefit to education programs and education as a whole? (Contains 2 notes.)