Our education system promotes moving from theory to practice; however, this often ends up being performative and thus perpetuates the disenfranchisement of historically marginalized communities. Preservice and in-service teachers share dissatisfaction with the amount of time, training, resources, and support they are given. This response highlights how educators and educator preparation programs can move from nouns (mere words) to verbs (intentional action) as we work to reimagine our current education system. Within this issue, recommendations are made to eliminate deficit language, dismantle ableist practices, increase teachers' self-efficacy, amplify students' voices, and support the development of teachers' pedagogy