In this study, a performance-based assessment was used to examine the effects of preservice preparation factors on culturally responsive teaching (CRT). The measure used to assess CRT among beginning teachers was derived from Praxis III, an assessment system developed by the Educational Testing Services and infused with sensitivity to culture as an integral part of effective teaching. A subset of Praxis III criteria was identified through a survey of experts and used to explore whether the selected skills of beginning teachers with high levels of preparation in CRT differ from the skills of those with low preparation in CRT, and whether selected CRT skills of special education beginning teachers differ from those of general education beginning teachers. Observations of 35 special education beginning teachers and 33 regular education beginning teachers found there were no significant differences among the teachers due to preservice preparation level, but there were significant differences between general education and special education teachers on three criteria: knowledge of students' backgrounds, fairness, and extending students' thinking. (CR)