The effects of neoliberal policies have increased inequalities globally and nationally, diminishing democratic accountability. They have also tainted the goals, motivations, methods, and standards of excellence with regard to teacher preparation. Although various programs of research have examined teacher preparation in terms of diversity and equity, fewer studies have raised questions about institutional constructs of power and privilege: what counts as knowledge?; whose experiences frame curricular and instructional design?; and why and how are systems of inequality perpetuated within and after university-based teacher preparation? In response, this article uses critical pedagogy as a lens through which to view teacher preparation programs as institutions that support neoliberalism by giving unconditional support to a Western episteme that eradicates the knowledge systems of students and teachers of color, including their languages and experiences of the world. The article describes the experiences of four bilingual teachers and teachers of color and their attempts to make mandated mathematics programs more responsive to the needs of their bilingual students. The study follows the four teachers for three years--from their year in teacher preparation to their first two years of classroom teaching--to examine the relation between their experiences as classrooms teachers and their exclusion in the teacher preparation phase. The article then argues that teacher preparation programs should move away from narrow definitions of what counts as knowledge to representing, valuing, and legitimizing teachers and students whose knowledge spans multiple cultural and political frames.