Through a thematic and critical discourse analysis framed by critical literacy and mediated contact communication theories, the authors examined the discursive moves preservice teachers made when engaging in discussions on racial injustice through Flipgrid. Analysis showed that preservice teachers used language in productive and critical ways: moving from neutral stances to critical stances, challenging peers by questioning to understand, and reflecting on cultural assumptions. Preservice teachers thought Flipgrid provided the right balance of proximity and distance in order to see the issues in new ways and collaborating across locations and universities provided needed alternative perspectives for all and solidarity for some.