Teacher educators are overwhelmingly white, monolingual, and middle-class. Thus, the scholarly literature is filled with accounts of the practice of white teacher educators. In this study, I share my "principled practice" as a teacher educator of color. This study is an autoethnography that addresses the questions: How did my educational experiences shape my principled practice and development as a humanizing teacher educator? How are my experiences representative of communities of color and teacher educators of color? I present five vignettes of my educational experiences in U.S. public schools. Using the technique of "layered accounts," the vignettes are synthesized with related literature and subsequently analyzed to identify emerging themes that address the research questions.