Abstract

This article disseminates the findings of a research study conducted across three focus groups (n = 13 participants) to qualitatively examine the perspectives of Black and Indigenous People of Color (BIPOC) teacher candidates at a predominantly White, private institution in the Midwest. Focus groups included Group 1, undergraduate BIPOC teacher candidates studying at the focus university (n = 6); Group 2, BIPOC alumni from the focus university who have been teaching fewer than five years (n = 5); and Group 3, in-service teachers not affiliated with the focus university who have been teaching fewer than five years (n = 2). The research focused on factors that BIPOC candidates consider when choosing a university, perceived challenges faced during their experience and the supports that participants believe are most helpful in boosting retention in teacher education programs. Findings contribute to the growing body of research on recruiting, retaining, and supporting BIPOC teacher candidates at the pre-service level and beyond and provide practical recommendations for the improvement of teacher education programs in terms of curriculum and faculty/staff development on student support.