This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies--a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii--to examine participants' identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of "minority" and challenged simplistic notions of "bilingual teacher identity." This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.