In this article, Christine K. Lemley presents a case study that focuses on the overarching question, "How do teacher candidates reflect on discrimination to promote transformative action?" and examines an assignment, composed of two written papers. At the beginning of the semester, the teacher candidates wrote a paper in which they identified discriminatory acts they had experienced or observed, and at the end of the semester, the teacher candidates wrote a second paper incorporating readings and class discussions to illustrate how they could transform the incidents to have emancipatory outcomes. Some of the teacher candidates described contemporary situations in which they could enact change, while most described past discriminatory acts--so the transformative actions they proposed were hypothetical. The purpose of this activity was to demonstrate how the teacher candidates could identify and access resources that they could use to promote more equity in school and community settings.