This journal article from Teaching and Teacher Education analyzes how teachers in the United States, Hong Kong, and Turkey are prepared to work with immigrant students. In many countries, global migration has caused rapid changes in the demographic makeup of their classrooms, but teacher preparation has been slow to help teachers meet the needs of students from immigrant backgrounds. The article draws on interviews with 22 teacher educators and observes how they train teachers to work with the students in question. They explore these teachers’ personal and professional backgrounds, teaching practice, and the supports and barriers they face. Utilizing a framework of “humanizing pedagogy,” the article emphasizes the need for teachers to acknowledge the systemic inequalities that immigrant students may face, positioning themselves as the “learner” so they can become more informed. This journal article would be valuable for teacher educators, policymakers, and researchers interested in understanding how teachers are prepared to support immigrant students and address the systemic challenges they face in diverse classrooms.