This article provides a response to the collective body of articles in this issue of "Teacher Education Quarterly." It offers a brief discussion of current pressing issues found in the preparation of teacher candidates as they navigate through coursework and field experiences, and the tensions found in their first years of teaching. Included is a discussion about critical critiques, counter pedagogies, and the resistance found in the range of ideas and thoughts in the five articles presented here. A number of considerations surface about dialogic pedagogy, the reconciliation of theory and practice, controversial public issues, community-based clinical placements, race-visable conversations, and maintaining and defending justice-oriented work. This response also points to the work of teacher education programs in creating brave space, normalizing the disruption of teaching as usual, and the capacity for sustainability with the intention of lifelong relationships and development.