This paper conceptually explores the lived experiences of three Black women classroom instructors who endeavor to change and improve how teachers are prepared to work in diverse K-20 learning environments. Given Black women are often poised to play multiple roles in the classrooms, such as nurturers, mother-like figures (othermothers), as well as teachers, their reflections are vital to the systemic improvement of K-20 education. The question often arises regarding how the system of education might attract and retain Black women teachers, specifically. Thus, it is important that the experiences of Black educators are robustly researched. In this manuscript, the writers critically incorporate reflections of their own classroom experiences and positionality regarding preparation. Relatedly, the researchers believe such reflections are the missing component of the professional development of teachers and its perceived impact could reveal why there are few Black teachers staying in the classroom. They also provide recommendations which reflect the coordination of work by teachers and teacher educators that address researched-based practices for long-term systemic change. The researchers explore the concept of sensemaking as it relates to understanding how it shapes them into who they are today.