Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize the affirmative possibilities of homeplace, we argue that more attention is needed toward practitioner preparation programs as training sites for building out education as a location for Black Joy. We discuss the current context of preservice teacher and counselor education training and provide tenets of Black Joy and homeplace that can serve as guideposts for more complete critical accounts of antiracism.