As a resource specialist in a middle school in Oakland, California, the author worked with many students who were labeled "learning disabled." Contrary to the label, these students were critical of the world and challenged it in brilliant ways that have forever changed the author's life perspective. To highlight the impact that cultural bias in schools can have on Students of Color, this article articulates themes that emerge from the personal narratives of nine Women of Color enrolled in an undergraduate education program in Southern California. Through qualitative interviews, these future Teachers of Color reveal discriminatory experiences in their own education; as well as convey advice on how to prevent and break cycles of racism in classrooms of today's youth. The voices of Teachers of Color are often invisible from education discourse; however, this study adds a much needed perspective to teacher education, and can provide a model of pedagogical reflection that, the author believes, should be replicated in programs serving prospective Teachers of Color. (Contains 4 notes.)