United States public education is guided by policies and practices designed to advantage White students’ identities, experiences, and funds of knowledge. In that vein, research in the field of music education has started to explore the impacts of Whiteness on school music programs, but this research has primarily centered on student populations, curricula, professional discourse, and pedagogical practices. Very few studies to date have included preservice teachers’ perspectives on working with students of color. The purpose of this study was to explore the impact of a collaborative learning intervention on preservice teachers’ beliefs and pedagogy. I sought to gain insight on participants’ perceptions of teaching and learning with students of color after engaging in discourse, reflection, and observation through an antiracist equity lens. Throughout our collaboration, I also sought to understand what elements of the experience, if any, influenced the participants’ philosophies of teaching and learning to develop. The findings of this project provide many implications for preservice teacher education including suggestions for program redesign and increased field experience opportunities.