In this case study, ELA teacher candidates used video editing software to create mash-ups of popular YouTube videos in order to express critical commentaries about a range of educational issues and perspectives. Operating from a critical media literacies framework, candidates researched dissenting ways teaching and school(ing) were represented on the site. After collecting and downloading videos across a range of sentiments, candidates engaged in the cultural practice of digital remix to provoke encounters between perspectives and upend rhetoric or representations they hoped to challenge in their future teaching. Final mash-ups included commentaries ranging from the authenticity of teacher-student relationships, the desire to be creative in standardized schooling environments, and the importance of engaging students in ongoing social conversations. Instructor reflections are shared as well as implications regarding the power of remix to foster candidates' sense of agency over the many fraught depictions of the profession they are entering into.