This poststructural narrative study examined how white in-service educators describe their experiences with counternarrative, critical positionality, and community inquiry in the gateway courses of graduate-level TESOL teacher preparation; these experiences were designed with the intention of disrupting white, English-speaking hegemony in schools and to foster asset-based thinking of racially, culturally, and linguistically diverse learners and communities. Semi-structured interviews were conducted with six educators who were enrolled in an intensive TESOL cohort at a college in the northeastern region of the United States. Transcripts were analyzed using diffractive analysis to identify themes. Three major themes emerged: the ability of those with least starting awareness of cultural deficiency thinking to make great strides, the productive process of the ongoing and varied nature of the exposure to counternarrative, positionality, and community inquiry, and that this process led teachers to recognize additional and alternative forms of community capital. These findings were considered in light of the extant literature and suggest that the combination of ongoing exposure to counternarrative and positionality work alongside community inquiry were productive for expanding asset-based perspectives of racially, culturally, and linguistically diverse learners and led to enactment of more equitable and inclusive classroom practices. Cross-racial collaboration by teacher educators facilitating these experiences was instrumental to their effectiveness. [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.]