From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing Freirean culture circles in our teacher education contexts. Against the backdrop of standardization and over-regimentation, our collective counterstory (re)centers the importance of critical dialogue in teacher education, especially as our nation simultaneously experiences a seismic demographic shift and ever-increasing opportunity gaps within its pre/schools. Findings highlight the importance of teacher educators engaging in a process that encompasses: (a) rereading their experiences with oppression and injustice, (b) purposefully considering adult pedagogies that have the potential to transform teacher education, and (c) developing practices as critical teacher educators that are grounded in transformative theories and serve as catalysts for change. Implications suggest that teacher educators must stop resisting change or engaging in what we call "pretense pedagogy" if we are to change the current landscape that (over)privileges Whiteness in teacher education.