This study explored how members of a community of practice of teacher educators from a diversity of institutions across one state engaged in and expressed (dis)comfort during a two-day workshop on anti-bias teacher education. Using a qualitative, single-case embedded design, we found that there was a range of engagement with the workshop content that is consistent with how most people engage with anti-bias content: Participants who came into the workshop eager to reflect and adapt their practice were apt to do so, while those with initial hesitations tended to display some resistance. We also observed a shared desire to find common ground, support each other, and collaborate in service of professional improvement. This work has implications for the development of teacher educators who are prepared to teach anti-bias content to future teachers.