Using testimonios as counterstories, we--a Latina/Indigenous immigrant and white U.S. male--examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is: (1) to highlight our struggles as bilingual teacher educators to change both our own practices and those of our institutions in preparing future bilingual teachers to be politically engaged agents of change; and (2) to connect our two experiences to advance the conversation around language ideologies, pedagogies, and activism among bilingual teacher educators.