Building capacity in teachers to teach students skillfully and respectfully across the diversity gap is complex work that requires teachers to learn to see with what we term as "angled perspective." If an angled perspective is learnable, then it is teachable. Using our narratives as religiously and ethnically diverse women teacher educators, we share through our own learning and growth, how this type of analysis can contribute to coalitional building for teacher education, and thus K-12 teachers. Through our conceptualization of identity theory, positionality, and intersectionality, we argue angled perspectives contribute to solidarity work in education. We share implications for teacher educators to integrate angled perspectives into curricula across teacher preparation courses. [Note: The page range (214-232) shown via the DOI is incorrect. The correct page range is 214-231.]