In this study, I engage in the intercultural phenomenological analysis of discovering and naming marginalized and undervalued desires in a teacher education space. Based on Deleuze and Guattari's (1987) conceptualization of desire, I challenge the understanding of desire as an absence or a lack. I focus on an Asian American female student's story that has the power and potential to provoke awareness and prompt further examination and discussion about the complex realities of preservice teachers' learning practices. This study highlights the value of adjusting the understanding of "what is manifested" in a phenomenological study to "what is not manifested" to discover and name desires that were not prioritized and valued in teacher education. By taking this route, this study prompts a critical dialogue about the issues of teacher education in which, though preservice teachers of color's cultural and ethical desires are the strong foundation and drive in their education, relationships, and lives, their expressions have been rather suppressed.