This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?