Using Freire's idea of problem-posing for critical becoming, we unpack the dialogical relationships between teacher candidates and teacher educators striving to co-labor toward critical consciousness inside and outside a diversity course at a predominantly White university. Through qualitative measures, we attempt to illuminate how dialogical relationships uniquely allow the four participant-authors to navigate challenging spaces and transform teacher education experiences. Our findings indicate the importance of problem-posing and dialogical exchange in cultivating safe and affirming spaces for teacher candidates of Color to thrive and that dialogical relationships empower all individuals in the process. We conclude with recommendations for teacher candidates of Color, their peers, and teacher educators.