Racism is pervasive in our educational systems with direct ramifications on the mental wellness of preservice teachers who are historically marginalised. Using identity performances and racial battle fatigue to frame this work, we investigate ways in which preservice teachers from historically marginalised populations give voice to the impact of racism on their mental wellness. Findings focused on student experiences of trauma related to identity and the psychological and physiological material effects of racism on well-being. Implications of the effect of racism on their well-being include obligations for teacher preparatory programmes steeped in racism and White supremacy as they must adopt changes in practice, pedagogy, and systems of support.