Key to addressing persistent opportunity gaps in education is preparing teachers who are committed to disrupting the status quo. In recent years, teacher education research and scholarship have increasingly focused attention on the learning and development of preservice teachers with respect to issues of race, equity, and justice. However, less attention has been paid to the learning and development of teacher educators -- those entrusted to design and implement justice-oriented learning for preservice and inservice teachers. Teacher educators are often thrust into their roles without the knowledge needed to support the justice-oriented learning of the students. To date, few graduate programs have provided comprehensive preparation for teacher educators, particularly regarding issues of race, equity, and justice. Beyond this, we know little about the justice-oriented learning that TEs have access to and the outcomes of this learning. In this article, we examine the small body of literature reporting on TEs' justiceoriented learning and consider the affordances when TEs' learning is grounded in robust conceptions of justice. History Matters, Race Matters, Justice Matters, and Language Matters (Annamma & Winn, 2019). We offer implications for the teacher educator learning and possibilities for narrowing opportunity gaps through increased investments in the development of teacher educators.