The authors of this qualitative study provided Black female preservice teachers in an urban cohort at a predominantly white institution a seat at the kitchen table to share their racialized and gendered experiences. The research questions centered around the experiences of Black female preservice teachers, their participation in anti-racist spaces, and the role of critical for teacher educator programs in coursework and program development. The authors drew on Critical Race Theory and Critical Race Feminism as theoretical frameworks. Findings include the cultivation of sisterhood based on multi-layered identities and experiences, how the participants navigate racial fatigue on and off campus, and how the participants embody an intergenerational alliance between them and Black faculty members. Implications for practice are included.