In this paper, we describe how language "autobiographies" are used in a teacher preparation program (TEP) as a healing pedagogy to understand the impact longstanding traditions of symbolic violence in education have had on Latino students who are in the process of becoming teachers. Writing about themselves and their education experience allows them to directly confront these legacies and begin the healing process. We conclude with a discussion of what this form pedagogy might mean for other TEPs serving Latinos who run the risk of preparing teachers who will perpetuate deficit thinking about minorities and continue harmful practices in their own teaching.