A comprehensive body of literature has focused on White teachers working in high-poverty schools (Emdin, 2016; Ullucci, 2011) as well as White teachers working with students of color (Brown-Buchanan, 2015; Emdin, 2016; Ladson-Billings, 1995; Milner, 2010). However, limited studies have focused on how teacher candidates connect race and social class with respect to teaching in high-poverty schools and what support they need from teacher preparation programs to successfully teach in schools with both students who are living in poverty and students of color. In this article, the authors share findings from a study exploring how six elementary teacher candidates who completed clinical experiences in high-poverty elementary schools perceive students who attend these schools (Bertrand, 2017). Using semistructured interviews, visual data using "photovoice," and group "photovoice" discussion sessions, they examined the following research questions: (1) How do elementary education teacher candidates perceive students who attend high-poverty schools? and (2) What do teacher candidates believe they will need from their teacher preparation program to feel prepared to teach in high-poverty elementary schools? Drawing on critical race theory (CRT; Delgado & Stefancic, 2017), and specifically the concept of intersectionality, the authors attempt to disrupt deficit discourses of students living in poverty. Based on their findings, they discuss approaches within teacher education coursework and clinical practice for supporting teacher candidates in feeling prepared to teach in high-poverty schools