The Covid-19 pandemic and the recent national civil and racial unrest provide a golden opportunity for teacher educators to reflect on our own culturally responsive pedagogy (CRP; Gay, 2002; Ladson-Billings, 1995) as we adapt to alternate modes of instruction and respond to the needs of our teacher candidates who come from historically minoritized communities (e.g., Black, Latinx, immigrant, etc.). Building upon comments from candidates' final projects and personal interactions with ethnically and racially diverse candidates from the semester, I discuss teacher educators' shortcomings in modeling CRP for our teacher candidates during the pandemic. Finally, I offer reflective questions and specific actions to enact culturally sustaining pedagogy (Paris, 2012) and antiracist values in teacher education during and beyond Covid-19.