This qualitative study examined the perspectives and experiences of ten Black students at a predominantly White institution in order to understand if they were recipients of microaggressions, what impact microaggressions had on them, and how they coped with the microaggressions. Findings indicate that all but one of the participants experienced microaggressions that were perpetrated by peers, professors, and/or institutional cultures, with microinsults and microinvalidations being most frequent and microassaults less prevalent. Relationships with mentors, peers, and community organizations supported students and countered the experience of microaggressions. While participants rejected the role of spokesperson as it perpetuated their lack of individuality, they acknowledged the challenge of talking about race as the only Black student in a class. Findings highlight the need to develop and utilize civil discourse to stem the prevalence of microaggressions experienced by Black candidates in teacher preparation programs.