Abstract
This article is a self-study of my efforts to put supervision for social justice into practice with teacher candidates. The focus is on my goals and what I learned from trying to supervise six early childhood teacher candidates over one year. As a Korean-born doctoral student, I am an international student working cross-culturally to help teacher candidates teach for social justice. I relate several stories of my participants as they struggled to become teachers for social justice. In addition, I describe my rediscovery of my cultural identity as I developed greater competence in working with preservice teachers who were culturally different from me.