This article presents the reflections of the authors, two Black women teacher educators, in ongoing dialogue with Black teacher education students at a PWI. The dialogues generated from several gatherings in which students' concerns and feedback about their teacher education experiences were solicited. Ultimately, students continued to request a space where they could be candid about their experiences. We contextualize these dialogues with Black students in the literature elevating White supremacy culture and anti-Blackness in teacher education, as well as larger critiques about the complicit role of teacher education faculty in meeting the needs of Black teacher education students. The authors share wonderings about revisioning teacher education as a site for cultural justice and for the professional thriving of Black teacher education students, and offer suggestions about how abolitionist teaching and agitation literacies can be employed by teacher educators in ways that meet these students' needs.