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The recent economic downturn highlights that poverty continues to be a significant social problem. Mindful of this demographic reality, it is imperative for teacher educators to pay close attention to the manner in which teachers are prepared to educate students from impoverished backgrounds. Given the number of frameworks that offer reductive recommendations for teaching students from impoverished backgrounds, we seek to accomplish two goals with this work: (a) to summarize mythologies about poverty that impact student–teacher relationships and (b) to offer new perspectives on educating students from impoverished backgrounds by providing anchor questions teacher educators can explore with pre-service teachers.