Diversifying the student body in teacher education programs (TEPs) remains an elusive goal. Despite recruiting efforts, few men of color complete programs leading to teaching credentials. To problematize this phenomenon, this study examines the experiences of three men of color enrolled in a predominantly White teacher education program (PWTEP). Participants were interviewed using a narrative inquiry protocol with emphasis on providing a space for counter-storytelling. Analysis of their narratives was conducted using a critical race theory (CRT) framework. Findings from the narratives highlight the way racism intersects with gender to reproduce, reinscribe, and protect dominant conceptions of "who belongs" in TEPs.