As a K-12 classroom teacher turned teacher educator, the author believes that it is imperative that teacher educators as university faculty strive to confront the educational inequities that exist in the public schools as a part of their vision for preparing today's teachers. By this, the author means that they commit to transforming the university space as they work with new teachers to transform their classroom space. This transformation is rooted in a belief that teaching for social justice means providing educational opportunities for success for all students in their classrooms. These opportunities need to exist for teacher education candidates just as they must exist for kindergartners through 12th graders in the public schools. From this perspective, teacher education needs to be involved in the action of social justice, and it needs to embed this transformative approach within the knowledge, interpretive frameworks, teaching strategies, and advocacy that are a central to teacher preparation. One foundational approach on top of which to build this type of transformative K-12 and teacher education pedagogy is a commitment to cultural diversity as an asset in schools and communities. A belief in the value of students' cultural assets comes through the appreciation of the languages, traditions, family values, community resources, and resilience that many communities possess.