This journal article from Arizona State University’s Education Policy Analysis Archives describes teacher education pedagogical and theoretical practices that have been used to prepare Teachers of Color and Indigenous Teachers (TOCITs). Building on a gap in the existing body of research on how teacher preparation programs directly address the preparation of TOCITs, the article discusses both traditional and alternative teacher education programs. The authors also discuss the policy landscape facing teacher education programs as they prepare TOCITs; they recommend ways policymakers can support work to create a diverse teacher workforce, including providing resources and financial support throughout teachers’ careers.