In the coming decades, the United States' population is expected to become more diverse. Despite this, teachers of color remain significantly underrepresented in K-12 classrooms, and those serving historically marginalized communities are increasingly leaving their teaching positions. This highlights an ongoing challenge in teacher education, both in the United States and internationally: the ability of programs to prepare teachers to teach effectively and remain committed to historically marginalized communities over time. This issue of "Teacher Education Quarterly (TEQ)" offers teacher educators an opportunity to reflect on how we prepare teacher candidates to work with historically marginalized communities. Drawing from these three articles, I offer a response of key questions for teacher educators to reflect on and recommendations to support retention of teacher candidates serving historically marginalized communities, including ongoing professional learning opportunities that are context specific such as the Cultural Proficiency framework.