Global migration presents a pressing need for teachers and teacher education to become responsive to the changing demographics of schools in many countries. Yet, teacher education has been slow in developing practices to prepare teachers to meet the needs of immigrant students. Using humanizing pedagogy as a lens, this study draws on interviews with 22 teacher educators from Türkiye, the United States, and Hong Kong to examine how they prepare teachers to teach immigrant students. Findings highlight: (1) personal and professional contexts; (2) professional practices; and (3) supports for/barriers to change. Implications for teacher educators and teachers are discussed. •Teacher preparation must change as the world does due to increased global migration.•Teacher education programs must prepare teachers who can meet the needs of immigrant students.•Lack of knowledge perpetuates stereotypes and ensures that curriculum remains static.•Teacher educators highlighted the need for intervention and resistance; engagement; respect, care, relationships.•While context matters, teacher educators spoke of silencing due to growing nationalism globally.