Teacher educators are charged with supporting adult learners as they prepare to collaborate with diverse families and colleagues. In this research, we examined how a cohort of teacher candidates (N = 29) developed over a semester in their understanding, dispositions, and knowledge of strategies for partnership through the "dilemmas" writing assignments using a Grounded Theory approach. The assignment and range of responses from teacher candidates are described, as are implications for teacher educators in helping candidates develop and articulate an anti-bias praxis and build an understanding of their ethical commitment as early childhood professionals to promote equity.