Preparing teachers to teach mathematics is at the intersection of the three areas where cultural and racial knowledge intersects with content and pedagogical content knowledge. Consequently, preparing teachers to teach mathematics must consider all peoples' practices. This highlights two Black girls marginalized by their teacher, which provides the space for discussing teacher discretion and systemic violence. A significant takeaway when preparing teachers is to get them to think about how they can lead with mathematics rather than violence. [For the complete proceedings, see ED657822.]