This article builds upon the idea of audacious hope in action described by Generett and Hicks in "Beyond Reflective Competency: Teaching for Audacious Hope-in-Action." Outlining the difficulties that teachers experience sustaining hope, the author describes the survival strategies used by African Americans to remain hopeful when there was little evidence to support such a stance. This article proposes that intergenerational conversations with African Americans who are committed to social change can be an effective curriculum strategy for teacher educators seeking to incorporate a hopeful stance into their curriculums.