Research has illustrated myriad ways that equity-oriented teacher educators address diversity, hate, and white supremacy with teacher candidates; however, antisemitism has not often been addressed as part of that work. To better understand this phenomenon, in this exploratory qualitative study, we examine how teacher educators who profess a commitment to equity and diversity define and describe antisemitism, and how (if at all) they teach antisemitism to their candidates. Our findings suggest that although the vast majority of participants believe that antisemitism is a problem, it is often unaddressed due to ambiguities in defining Jews (e.g., as a racial and/or religious group), as well as beliefs that antisemitism lacks urgency and relevance across contexts. Recommendations focus on explicitly teaching the social construction of Jews, connecting antisemitism with other forms of discrimination, and teaching about Jews, Judaism, and Jewish culture.