This qualitative study explored the racialized experiences of 10 Black preservice teachers within teacher education programs at public, historically white universities in the Midwest and southern regions of the United States. Participants responded to semi-structured interview questions. Using a critical race lens, the study centers the voices of these preservice teachers to understand the subtle and hidden ways that they perceived and experienced racial biases in their programs. The findings revealed that Black preservice teachers experience racialized barriers in teacher education programs, such as: reinforcement of white, middle-class norms, emotional and psychological burdens, and lack of institutional support. Additionally, the findings highlighted the coping and resistance strategies utilized by participants. This study contributes to the literature on the experiences of Black preservice teachers by providing a nuanced understanding of how racial biases permeate teacher education programs. [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.]