This article responds to the collection of articles in this issue of "Teacher Education Quarterly." It provides a brief discussion of how teacher educators are called to consider methods that support identity development of teachers who will value educational equity and who will stay in the profession. The article invites consideration of the way non-traditional teacher education programs impact the way teachers see themselves and of the needs of teachers as they develop skills for reflection, analysis, and academic language. Suggestions include countering deficit discourse about teachers and offering continuous acknowledgement of teachers as learners