Culture, class, and language are significant social markers that impact classrooms today with challenges in educating teachers to become culturally responsive and competent. This article presents a theoretical approach on the preparation of bilingual teacher candidates and how the literature can inform teacher education programs on developing cross-cultural reflective practitioners who see themselves at center stage in transforming change and advocacy for bilingualism, biliteracy, and biculturalism. The goal is to present conceptual underpinnings that can provide bilingual teacher preparation programs insights on cross-cultural proficiency. Furthermore, the chapter discusses the importance of building a community of practice to interrupt the sociopolitical contexts of the dominant culture and problematize the challenges teacher candidates may find in establishing linguistic equity in bilingual classroom settings. Guiding principles presented throughout the chapter include how teachers can reflect on cross-cultural competence and linguistic equitable practices that are transformative and advance the goals of dual language education.