In this paper, we reflect on Felicia Moore Mensah's study, "Educating Klaren: Ideology in Teacher Education Impacting Teaching Black Students." We grounded our reflections in our attempts to better understand the sociocultural perspectives of Klaren and Mensah. We also provide our insights on the importance of where science is situated in the preparation of elementary teacher candidates to work with Black children. Finally, within the context of Klaren's experiences and Mensah's interpretations of those experiences, we offer several sociocultural wonderings about those experiences and interpretations as they relate to science educators' roles in preparing teachers to address neoliberalism in classrooms.