This research explores teachers' development of their understandings of teaching for justice and equity on days after critical current events, traumas, and tragedies. In particular, I ask: How, if at all, are teachers prepared to engage in Days After Pedagogy? How do their preparation experiences influence their feelings about utilizing Days After Pedagogy in their classrooms? Grounded in the theory of Days After Pedagogy and grounded in the literature on social justice teacher preparation, this qualitative study of more than 50 social justice oriented pre- and in-service teachers around the U.S. reveals four key findings about teachers' (lack of) preparation to engage in DAP and the implications of this for equitable education in current and future classrooms.