The authors of this article argue that it is the responsibility of teacher educators to provide preservice teacher candidates with the tools necessary to address issues of social justice and equity in their future classrooms. By incorporating a critical literacy approach, primary sources, role playing, and civic debates within the teaching strategies taught in their university courses, they can foster a sense of justice and social change in teacher candidates that will transfer to the teacher candidates' future students. The authors provide first-person accounts and detailed descriptions of the four strategies being used in real classroom situations.