Many preservice teachers experienced a profound sense of isolation while going through their credential programs due to school closures and social distancing protocols during the COVID-19 pandemic. Additionally, the pandemic highlighted discrepancies present in educational settings, including those between Black and Indigenous People of Color (BIPOC) students and their White peers with respect to academic outcomes and access to resources (Shin, 2022). While appreciable data support these trends in K--12 settings, how these trends also appeared in higher educational settings is less discussed. The Center for Transformational Educator Preparation Programs (CTEPP) at California State University Bakersfield is an improvement-science, research-based committee dedicated to strengthening efforts to recruit, prepare, and retain BIPOC educators to diversify the educator workforce. By examining existing structures and practices, the CTEPP team identified the clinical practice components of their educator preparation programs as the site to create a high-leverage point within the teacher credential program through which to enact change. The research described in this article recounts the process in which the team engaged to provide more inclusive and equitable practices to better support BIPOC candidates. The tools used to design equity-centered, antibias/ antiracist training and the methodology used to collect information are described and explored.