This case study examines preservice teachers' cultural experiences with voice and how those experiences shape their professional philosophies and practice with student voice in the classroom. Four female preservice teachers with Caribbean heritage were selected from a convenience sample. Participants were interviewed twice. Artifacts included their pedagogical philosophy narratives and classroom observation transcripts. Data suggests that participants negotiate between their prior cultural experiences with voice and their aspirations for student voice in their classrooms. Without the opportunity, time, and support for reflection, however, teachers' prior cultural experiences may define what happens in their classrooms. Findings suggest that providing preservice teachers opportunities, time, and support to become aware of contradictions and negotiate these based on their aspirations was, indeed, very valuable. [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.]