No other dehumanizing social construct has negatively impacted the realities and lived experiences of Black, Indigenous, and People of Color (BIPOC) in North America more than racism. Teacher Preparation Programs (TPPs) are not exempt from this truth. Although there are many allies working both outside and within TPPs to ensure curricula, instructional practices, and pedagogies focus on anti-racism, the problem of effectively addressing microaggressions and internalized racial and implicit biases remain a concern in ensuring faculty members and K-12 teachers are anti-racist. This commentary chooses to focus on the field of teacher education and its collective response to impactfully engage in pedagogies and practices that promote anti-racism to refocus on what it means to truly be an anti-racist.