Research has focused on the mixed success of teacher education programs in helping student teachers surface their assumptions and increase their knowledge base about teaching in communities of color, particularly Black communities. This paper describes a study using "public scholarship," in this case, digital narratives by low-income Black parents, to help preservice teachers learn about a group of Black parents' lived experiences and their views and experiences with mainstream teachers and public education. Conceptualized through the lens of Critical Race Theory, the study offers a description and analysis of the digital narratives as well as candidates' reflections after viewing and discussing the narratives regarding their growing competence in acquiring "culturally sustaining" dispositions, skills, and knowledge about teaching in Black communities.