Teacher-education programs continue to face the challenge of improving the preparation of teachers for diversity in particular racially diverse and low-income students. Certain factors such as dispositions, self-reflection, and prior experiences contribute to preservice teachers' attitudes and beliefs toward diversity and social justice issues. Similarly, these prior experiences, self-reflections, culture, gender, and theoretical orientations may affect the teacher educators' attitudes and beliefs and may impact how they teach for social justice and equity. This autoethnography examines the journey of a teacher educator and looks at how her prior experiences impacted her as a social-justice educator.