Teacher educators have a civic responsibility to prepare novice teachers to foster relationships across cultural, racial, and socioeconomic divides. Care ethics acknowledges this imperative and context's role in determining varied meanings of care. The voices of teachers of color can help us to understand the demands of care across differences. This study presents findings from interviews with teachers of color whose preparation included an introduction to care ethics. Five themes emerged: the importance of assuming students' caring intentions, the importance of teachers' persistence in relationship with students, connection to students' cultures, connection of students' cultures to an academic culture, and acknowledgment and confrontation of racism. (Contains 1 note.)