Early childhood teacher preparation programs offer a curriculum that centers the White normative perspective (i.e., devoid of diverse perspectives). Because the young children and families that these teachers will work with are representative of the U.S. demographic, it is important that these programs consider alternate ways of preparing their early childhood teachers. This paper examines how teacher preparation in early childhood programs operate in paradigms that perpetuate White Supremacy and hinders Black family engagement. Critical frames such as BlackCrit are useful as we look for ways to improve curricular and instructional approaches in teacher preparation. We believe that teacher preparation programs are the conduit for preparing teacher educators with the knowledge that antiblackness can be disrupted and dismantled through critical consciousness around race. In this article, a discussion of (a) a foundational context regarding teacher accreditation and preparation for early childhood education (ECE) candidates, (b) the integration of culturally sustaining pedagogies in ECE preparation, (c) a BlackCrit theoretical framework to examine and dismantle antiblackness in ECE preparation programs, and (d) how to dismantle antiblackness when engaging with Black families. Finally, recommendations are suggested for ECE teacher preparation programs seeking to dismantle antiblackness. (author abstract)