The field of teacher education is witnessing what some may characterize as an Ethnic Studies Education turn. Growing support for the movement for K-12 Ethnic Studies is revealing a necessary (re)imagining of what education can become and subsequently how and why teacher education must change. In this article, I use portraiture to share the experiences of two veteran teachers of Color. The portraits illuminate how Ethnic Studies was central for their learning to interrogate white supremacy and other forms of power. I offer implications for teacher preparation programs and teacher educators on the utility of Ethnic Studies for teacher education.