This article builds on Lowenstein's (2009) argument that we need to consider a "parallel practice" wherein teacher educators model pedagogy that understands and values the assets that preservice teachers bring into the classroom. Drawing from a qualitative study of 17 preservice teachers entering two programs, this article discusses what kind of citizens these preservice teachers are and how that interacts with how they view the purpose of schools. We argue that teacher educators must attend to the civic and political assets of preservice teachers, especially given that our current students are members of the civic and politically active Millennial Generation. (Contains 2 figures.)