Calls to increase diversity in the United States teacher workforce emphasize benefits to students without strategic consideration of minoritized teachers' needs. In this ethnographic study, we investigate the affordances of a counterspace for Black women pre-service teachers in a predominantly white institution to support their development as educators. Using a grounded theory approach, we analyze fieldnotes from one meeting to understand how the counterspace offered participants a space to reconcile with contradictions experienced working in schools. The counterspace contributed to participants' healing in three ways: (1) "it made space" for participants to interrogate their own experiences in U.S. schools; (2) it offered "insider connections," a fundamental sense of belonging and legitimacy; and (3) it "busted the myth of the monolith," by inviting the breadth of Black women's stories and histories. These findings suggest that building community through shared identity markers can foster a rich environment for teacher development.