This article utilizes the testimonios of two bilingual pre-service teachers to discuss their experiences with educational assessments in a multicultural assessment course. Utilizing educational testimonios and counter-storytelling methodology, I share the personal accounts of my participants' P-16 experiences, discuss how they navigated barriers related to testing and assessment, and describe how these experiences impacted their educational trajectories. I explore how testimono methodology can provide a necessary tool for constructing counter-stories for pre-service teacher educators within their teacher preparation programs. My findings demonstrate how, through critical reflection, pre-service teachers are able to draw and heal from their own experiences with assessments and how this process has better prepared them to enter the field as future bilingual educators.