Efforts to recruit and retain Teachers of Color are rarely accompanied by policy and programmatic changes that adequately address their unique learning needs. In this article, I propose a framework that draws on sociocultural learning theory and Critical Race Theory to examine how programmatic structures embedded in a racially structured society marginalize the learning needs of preservice Teachers of Color committed to social justice. Recognizing a need to challenge racially hierarchical learning models within teacher preparation programs, I utilize my proposed framework to consider new programmatic possibilities when preservice Teachers of Color are simultaneously positioned as experts and learners in one another's student teaching experiences. Through a qualitative analysis of the peer learning experiences between two preservice Teachers of Color, in this study, I offer conceptual tools to examine the complex intersections and tensions between learning structures, social processes, and the experiential knowledge of People of Color. I also offer implications for teacher preparation programs in an effort to (re)organize cultural practices that center the learning needs of preservice Teachers of Color.