Using narrative inquiry methods, this study presents findings from seven politically conservative teachers reflecting on their experience in a teacher education program that they perceived to be ideologically liberal. All of the participants recollected falling into a spiral of silence (Noelle-Neumann, 1993) during their teacher education courses due to being in the ideological minority and witnessing or experiencing marginalization of their conservative beliefs. As a result, they often chose to either not voice or misrepresent their opinions in classes, and they sought refuge with others of likeminded beliefs. These findings offer implications for a philosophically liberal conception of teacher education that values multiple perspectives and open deliberations of ideas.