Drawing from queer perspectives, critical and abolitionist teaching and practices, and somatic embodiment, my dissertation calls attention to historically embedded practices of the invisible and every practice of the lived experience. My dissertation explores the development and rendering of learning design encompassing cognition and intellect as well as emotional and body learning to foster action and liberation. My research takes place during a 16-week semester at a public university in western Colorado with undergraduates in an elementary education licensure program, where I created learning tools for participants to practice studying their emotions through their bodies using one or more somatic embodied practices. In this context, somatic embodied practices included breathing, movement, journaling, pausing, slowing down, orienting, grounding and emotional body mapping; using these tools when learning about self as an individual and in relation to others draws attention to the body and allows learners to achieve awareness, expansion, dignity, resilience, healing, and spaciousness in our racialized world. This qualitative case study explores the following research questions: 1) How do certain design tools (Triad Group practice, Body Journal, Critical Reading Reflection) facilitate teacher candidates' learning and practice with somatic embodiment? 2) How does somatic embodiment contribute to various justice orientations, such as abolitionist, queer, and liberatory? Findings demonstrate that the Triad Group practice was an emergent space in which students developed practices for becoming more attuned to their emotions and body. Additionally, I report various ways in which participants' learning moved outside of the classroom, influenced by the justice frameworks and somatic practices I introduced in the course, to shape not only students' everyday relationships but also their visions of future teaching practice. These findings underscore the need to integrate somatic embodied justice-oriented pedagogies and somatic embodiment practices into teacher education programs, recognizing their potential to not only enhance personal well-being and resilience but also to foster critical consciousness and learning and action grounded in justice and liberation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]