Preparing teacher candidates to enact inclusion can be challenging, particularly as teacher candidates navigate intersecting, oppressive ideologies (e.g., ableism and racism). In this paper, I present an analysis of qualitative data from a larger, multiple case study, highlighting the socio-spatial dimensions of White, non-disabled teacher candidates' educational trajectories in P-12 and university settings that may contribute to the aforementioned challenges. I contribute to knowledge about inclusive teacher preparation by deeply examining ways in which interactions in educational environments may perpetuate ableism and racism in teacher candidates' journeys to becoming teachers. I conclude with implications for inclusive teacher education research and practice.