This research aims to uncover the narratives of teacher candidates of color and their experiences with race and racism while learning to teach in a PDS context, develop an understanding of how state and local policies manifest within these experiences, and explore the roles of platicas as a context for critical conversations. This research study captured the stories of three teacher candidates of color, Ms. L, Susan, and Amerie, learning to teach in a PDS context. I used the transformative framework of Critical Race Methodologies in conjunction with case study methods to uncover the experiences of the study contributors and illuminate the influence of state and local policies within the context of their learning. This research is unwavering in its commitment to ensure study contributors and their communities benefit from their participation. I employed various methods, including interviews, platicas, visual interpretations, reflective journaling, and policy-related documents, to uncover the experiences of the study contributors. The research findings reveal that education policy played a role in the experiences of the study contributors as they learned to teach in a PDS context. Additionally, the study contributors activated various asset-based capitals of the Community Cultural Worth framework to take a stand against race and racism. Lastly, the findings indicate that the platicas served as a space of empowerment, thus emphasizing the importance of community-based dialogue. [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.]