Two-year, associate degree early childhood education programs play a critical role in preparing future teachers to work in the birth-to-five, early care, and education sector. To achieve academic equity and optimal developmental outcomes for all children, teacher educators must situate their understandings of diversity and equity in critical pedagogy. This dissertation explores how early childhood faculty in NAEYC accredited, two-year degree programs make sense of diversity and equity and how they apply it to their teaching of future teachers. Ladson-Billing's theory of Culturally Relevant Teaching (CRT) provides a framework for making sense of how six faculty from the Northeast region of the United States, make sense of diversity and equity, and how they apply it to their work with future teachers. An Interpretative Phenomenological Analysis (IPA) approach supports an exploration and in-depth understanding of how faculty situate diversity and equity in the context of course development and planning, content, resources, assessment, and field experiences. Data from participants' accounts support the development of several themes that provide insights into how faculty make sense of diversity and equity in the context of NAEYC accreditation standards and competencies; institutional goals and priorities; culture; relationships; critical content; and the impact of their Whiteness on their teaching. Conclusions support the need for increased integration of CRT practices and dispositions. Limitations and implications for practice and future research are also discussed. [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.]