Everyday "storied" teacher talk about students and families can reveal and reinforce deficit thinking about racial/cultural "others." Through personal narrative and critical reflection, the author draws on results from a previous investigation into the nature and content of informal teacher discourse to discuss the miseducative potential of deficit narratives and their contribution to the uncritical acceptance and perpetuation of educational inequities. The author argues for the need to help preservice and beginning teachers surface unacknowledged beliefs about students and families of color and to "hear," challenge, and reframe informal, deficit-based teacher discourse by engaging them in targeted, critical listening and reflection on the deficit narratives they hear. (Contains 3 footnotes.)