Abstract
California State University, Fresno (Fresno State), and Sacramento (Sacramento State) are leaders in teacher preparation and are Latinx-serving institutions,¹ located, respectively, in the Central Valley and the Sacramento/San Joaquin Valley. We begin this chapter by contextualizing our respective broader political landscape, specifically focusing on the demographic and legislative factors culturally and linguistically sustaining epistemologies for preparing and producing teachers of color to teach in culturally and linguistically rich communities, we examine the key components of the teacher preparation programs at Fresno and Sacramento State. We first describe Fresno State’s approach to preparing teachers of color through pedagogy, professional development, and