Teacher education (TE) programs have been historically white spaces that too often devalue and marginalize women of color (WOC) and their intellectual contributions. This paper, cowritten by two graduates of a predominantly White institution TE program and one of their professors --all three authors WOC with familial roots in Latin America -- traces the ways that the centering of WOC knowledges and ways of knowing in teacher education can serve as an interruption to whiteness and a salve to the racial trauma too often inflicted on WOC in these programs. Specifically, it takes a WOC feminist lens to analyze the ways that multimodal projects, at times aided by digital technologies, provided WOC opportunities to utilize and explore their raced, cultured, and gendered experiences and knowledges within their TE program. This work suggests shifts in teacher education that allow for the centering of WOC perspectives, theories, and ways of knowing to reimagine TE built for and by WOC and their future students of color.