Teacher education programs have attempted to meet the challenges of preparing preservice teachers to teach for diversity and cultural responsiveness. Teacher education programs must provide evidence that candidates receive both instruction and field experience that will enable the candidates to meet the needs of every child. The purpose of this study was to explore the perceptions of preservice teachers and their preparation to be culturally responsive educators. Preservice teachers learn how to be culturally responsive educators through interactions with the faculty and leaders in their teacher education program who model these strategies. The study examined strategies and experiences that preservice teachers had in their teacher education program they felt helped them to become culturally responsive. In addition, the study examined whether or not preservice teachers felt they have had experiences and can create experiences that take into account the culture of every child they teach. Finally, the study examined preservice teachers' perceptions of their ability to communicate cross-culturally with all children and families. This study provides recommendations for teacher education programs and higher education institutions to plan and implement important diversity initiatives as well as strategies that encourage individuals to be culturally responsive. This study has provided an avenue for discussion on the topic of cultural responsiveness not only for teacher education programs, but also for faculty, students, and staff, who work and interact with diverse families and communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]