Professional Learning Communities (PLCs) have potential as a collaborative model at facilitating culturally relevant/sustainable (CRS) pedagogical practices with preservice teachers. This article presents the results of a study examining the experiences of preservice English educators in a model PLC aimed at fostering understandings of CRS pedagogies with preservice educators. Monthly virtual PLC sessions were conducted over the course of four months focused on developing an understanding of CRS pedagogies with six preservice educators. Transcripts from PLC sessions and individual interviews were examined through a qualitative case-study analysis to determine themes that emerged from participant experiences. Analysis revealed three themes as central to preservice teachers’ experiences in the model PLC: (1) need for sense of community in the PLC (2) apprehension regarding perceived administrative response and (3) enthusiasm for attempting CRS practices in the classroom. PLCs centered on developing CRS practices with preservice educators may aid English teacher education programs in preparing teachers to educate students from culturally and linguistically diverse backgrounds.