As African American mothers and teacher educators, the authors' investment in teacher education is both personal and professional. The authors build upon these personal and professional investments in their teaching practices with primarily White pre-service teachers, in the hopes of better preparing them to teach African American children. This paper outlines pedagogical and curriculum strategies including reflective activities, the use of Black English Vernacular (BEV), and theoretical orientations. These strategies emphasize the a) political nature of teaching and the ways in which teacher positionality matters; b) importance of interpersonal relationships based on care, respect, and recognition of humanity; and, c) experiences students of color have in school and community.