For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and former elementary and secondary (K-12) teachers, the authors argue that the rationale for increasing TOCs moves beyond diversifying a workforce, but instead to disrupt racial, cultural, and linguistic inequity that center Whiteness and adversely impact students of Color (SOCs) in schools. TOCs in K-12 schools demonstrate greater effectiveness with SOCs (Ingersoll & May, 2011) and are also perceived more favorably by students of all backgrounds (Cherng & Halpin, 2016). Unfortunately, TOCs in teacher education programs confront exclusionary practices and are devalued, where the professoriate remains predominantly White (Goodwin, 2004; Ladson-Billings, 2001). With this context in mind, the authors embarked on a joint effort to incorporate pedagogical decisions into their practices at three different universities to disrupt Whiteness and, instead, center the knowledge of TOCs. Collectively, they examined the following research question: How can teacher educators of Color, draw from a funds of knowledge (FOK) framework to pedagogically support TOCs? Across three distinct contexts, they addressed the research question by: (1) integrating an asset-based approach to select SOCs to enroll in and inform the design of an undergraduate course for future TOCs; (2) reimagining who the teacher educator can be and whose knowledge can and should be accepted in classroom spaces; and (3) using relationships to form reciprocity and confianza in a space that affirms, and builds upon the experiences, and knowledge of TOCs.