For the past 2 1/2 years, the current population of undergraduate preservice teachers have persisted in their education programs despite unimaginable obstacles. As students, they moved in and out of remote instruction, often taking practicum and student teaching courses without access to in-person K-12 classrooms. At the start of the 2021 academic year, many K-12 schools welcomed back students in-person, and undergraduate preservice teachers once again had the opportunity to complete practicum and student teaching courses face-to-face. This article synthesizes voices of undergraduate education students captured at the close of the 2021-22 academic year. Results indicate that, despite the obstacles to their own education, preservice teachers sought out positive relationships with peers and professors to help them to navigate challenges and persist in their education programs. In addition, participants noted the desire to learn more about trauma-informed education practices as well as social emotional learning (SEL) pedagogies to help their students. This article concludes with research related to social emotional learning and trauma informed education practices to advocate for key areas to elevate teaching and learning in a post-pandemic world.