The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.