Across English-language teacherEnglish language teacher (ELTELT) preparation programs in the United States, the decolonial agenda and fostering critical dispositions for future educators have become increasingly integral to higher education. To contribute to this conversation of decolonizing Teaching English to Speakers of Other Languages (TESOLTESOL) and applied linguisticsapplied linguistics, I offer insight from the graduate student perspective on how innovative ELT preparation programs serve as a foundation for developing competencies in servingDecolonization diverse learners across a variety of academic contexts. Framed within the theoreticalTESOL perspective of decolonizationdecolonization and decolonialitydecoloniality, this chapter contains my personal account of engaging in decolonizing work in an ELT master’s program in the United States. To further center decolonization in these contexts, I offer my perspective as a graduate student on what these teacher preparation programs may need to consider in the preparation of future ELT professionals so that they can in turn advance decolonial work with confidence. Through an autoethnographic approachautoethnographic approach, I reflect on critical aspects of my education where the decolonial agenda was furthered, and where it could have been incorporated. I share programmatic implications of decolonizing ELT preparation programs, and additional considerations of what I would have liked to have seen in my graduate studies.