Intersectional competence refers to educators’ preparedness to: (1) recognize how schooling is implicated in multiple, intersecting systems of oppression, (2) collaborate with relevant stakeholders who themselves navigate multiple social marginalizations, and (3) consider sociocultural differences while making instructional decisions (Boveda 2016; Boveda and Aronson 2016). Boveda (2016) introduced the intersectional competence construct when developing a tool intended to measure whether university students in teacher education programs made connections across multiple equity concerns (e.g., disability categorizations, assessments for emerging multilinguals, culturally responsive pedagogy). The development of the Intersectional Competence Measure (ICM) was anchored by intersectionality as conceptualized by Black feminist theorists (Crenshaw 1989; Collins 2015)—that is, the interrogation of the convergence of multiple classifications of difference and how these markers of difference manifest in social marginalization. Intersectionality offers the necessary terminology for understanding the entanglement of identities across multiple sociocultural categories (Boveda 2016). The development of the ICM also responded to scholars’ calls for researchers to bring intersectionality from its theoretical origins to more practical understandings and uses (e.g., Collins 2015). Beyond the practical benefits for teacher education, the identification and validation of the intersectional competence construct has onto-epistemological implications that contribute to closing the theory-to-practice gap in education. Boveda (2016) contends that teachers’ intersectional competence has always existed, but her efforts to name and measure the construct foregrounds these indicators in teacher education and research (Boveda and Aronson 2019).