In this article, four early childhood teacher educators share a few ways in which they work to prepare early childhood teachers committed to equity and inclusion within the context of a graduate-level preservice program in a large urban center. Diverse in terms of race, ethnicity, gender, language repertoires, and experiences, they all engage in teaching that explores issues of equity and inclusion as imperatives for teaching and learning. Specifically, the authors engage preservice teachers in critically analyzing and transforming the materials they employ and their classroom environments for teaching equitably and inclusively. Through examples, they unveil how they work to make the concepts of equity and inclusion real for preservice teachers, critically reading and rewriting the stories of inclusion and exclusion that classrooms (and their materials) tell. They do so in hopes that such experiences will allow preservice teachers to move from "talking about" to "engaging in" equity and inclusion in and through their teaching.