Experiences presented in this article suggest that the extension of U.S. citizenship or permanent residency to a foreign-born African American plays out itself as a product of an unequal relationship between the dominant American (White & Black) citizens and the subordinated, subjugated, colonized, and racialized foreign born African American--?and not as a fulfillment of the liberal promise of equal access and equal representation. In other words, foreign-born African Americans confront multidimensional problems that range from prejudicial perceptions to illusory generalizations. In America'?s teacher education programs, these problems are very pronounced.