Historically, the literacies that Black preservice teachers bring to content and pedagogical practices have been deemed inadequate and inaccurate (Sleeter and Milner, 2011; Machado, 2013; Haddix, 2017; Gist 2017b). In an ethnographically-informed qualitative study grounded in Black Feminist Thought, Critical Race Theory, and Ubuntu, my collaborators and I engaged in conversations over the course of a year. Two major questions guided this project: When, where, and how do three Black preservice teachers at a PWI draw on their literacies to confirm, resist, and reshape perceptions of who they are, what they know, and what they need? What types of spaces sustain and nurture the literacies of these Black preservice teachers? Utilizing critical race storytelling and counter-storytelling analysis and critical discourse analysis to analyze field notes, artifacts, interviews, and audio recordings, I explore how marginal garret spaces for Black preservice teachers in an English Education teacher preparation program at a large, public, and predominantly white institution in the Midwest allowed my collaborators to draw on their literacies to affirm, resist and reshape perceptions of who they are, what they know, and what they need. Additionally, I consider how nurturing spaces and visibility in the areas of pedagogy and curriculum helped them to experience and share affirmation, community, and joy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]