This article interweaves discussions of successes and tensions surrounding cross-racial collaborative social justice efforts in teacher education. It addresses frustrations that often occur for faculty of Color when working with White allies in P-12 settings and schools of education at Predominantly White Institutions. Advice is offered with the larger goal of helping White allies think about ways to shift the gaze from educators' politics to the wellbeing of culturally and linguistically diverse students. Suggestions for how White allies can better support faculty of Color are presented.