Current research in teacher education has turned a gaze toward recruiting students of color into teacher preparation programs. Yet teacher education programs fail to deconstruct the intersectional racial grammar of teacher education to provide meaningful learning experiences for preservice teachers of color, who often endeavor to teach in the very underserved communities of color that educator preparation programs fetishize. Moreover, there is a need to position the recruitment of preservice teachers of color alongside research on first-generation college students, who also tend to be students of color from economically underserved communities. Drawing from critical race theory in education as a conceptual framework, we use an intersectional narrative methodology to foreground how four first-generation women preservice teachers of color--U.S. Black and Latina--navigate the racial grammar of teacher education. Similar to prior studies, findings indicate that racial incongruence underscores preservice teachers' of color experiences in teacher education programs. Furthermore, students' experiences speak to how race, class, and gender function together to form a grammar of teacher education that creates barriers of entry for educators of color. In light of our findings, we call for greater attention to discourses of Black and Latinx educator recruitment that consider gender, race, and class within contexts of first-generation college attendees.