Teacher education is an entry point for education reform where candidates can learn how school can become a site for reinforcing norms that harm minoritized students, and also as a place of possibility, where ideologies are expanded to embrace possibility and exploration. This project investigates the use of critical, queer, and anti-oppressive methods in teacher education and how that preparation impacts teacher candidates' gender, race, classed and sexual ideologies, as well as their teaching practices, commitments and values. The data for this project was collected through participant observation in a critical teacher education program at the University of Colorado, Boulder School of Education as well as semi-structured interviews with 14 Elementary Education candidates and a content analysis of their course assignments. I conclude that the Elementary Education program's anti-oppressive teacher preparation positively impacted the candidates' teaching ideologies and practices to varying degrees. Candidates were able to practice justice-centered ideologies, even when they did not consistently show an understanding of the justice ideologies underlying those practices. However, the overlapping trauma of the COVID-19 pandemic had significant impact on the structure of the Elementary Education program and the candidates' capacity to hold justice-centered ideologies. Finally, the rebellion for Black lives and the COVID-19 pandemic created the conditions for candidates to directly experience and understand the effects of inequality by making the impacts of structural racism and class inequality visible for the candidates and generated opportunities for conversation in K-12 schools. These findings indicate that against all odds, teachers do not have to perfectly embody justice ideologies in order to practice justice-centered methods that have the potential to positively impact marginalized students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]