This article explores the outcomes of instruction employing a pedagogy of discomfort (or disequilibrium)--a teaching style that embraces discomfort as a part of the learning process--in a teacher preparation program. Drawing on data from a case study, we present findings from our work involving teacher candidates in discussions about social injustices to encourage a deeper understanding of the origins of these societal issues and a greater awareness of how they impact PK-12 education. This paper identifies the minimization and validation of difference and privilege that emerged in the context of participants' responses, including themes that circulate around responsibility to change the existing system into one that is more equitable to all.