Teacher education programs (TEPs) are consistently challenged to respond to individual and collective growth. In addition, current demographic changes have forced these programs to address issues of quality and equity in measurable ways. As an African immigrant to the United States, I have been fortunate to be involved in these programs, especially in the areas of teaching, scholarship, and service. However, it has been disheartening to note that multicultural bridges are still shaky in many TEPs, making it difficult to hear, value, and utilize visible and invisible voices when necessary. In this article, I share my silenced African immigrant voice on problems associated with equity in TEPs and discuss how to go beyond the equity rhetoric to proactively remediate them in this age of change.