Anzaldúa's borderlands loom large in the experiences of a first-year, assistant professor in a rural, predominantly working-class Mexican community near the United States/Mexico border. Tensions and dislocations, along race, class, immigrant background, and language in a transborder teacher education program, were exacerbated by the COVID-19 crisis. These tensions are exemplified in the written reflections of two male teacher candidates of Color who were also employed as essential workers while enrolled in a teacher education program. Examining their written reflections illuminates the ways in which physical and symbolic boundaries affected their material conditions and their pursuit of teaching credentials. Recognizing the intersectionality of teacher candidate lives and the implications for their entry into the teaching profession illuminated the role critical fronterizo teacher education programs can play in assuring more equitable opportunities for teacher candidates.