Over recent decades, the demographic composition of children in the United States has rapidly shifted, culturally and linguistically, with Latinx children largely contributing to these changes. Concomitantly, there has been an increased need for early childhood education (ECE) teacher preparation programs to develop a culturally competent ECE workforce who are equipped to provide equitable learning experiences for culturally and linguistically diverse children and families, in general, and Latinx children and families, in particular. Using a mixed-methods research design, the current study examined program faculty's (a) self-reported cultural competence and its association with feelings of work burnout and teaching efficacy, and (b) efforts in preparing the ECE workforce to effectively serve Latinx children and families. A structural equation model was fit using 117 responses from program faculty and demonstrated that program faculty with higher levels of cultural competence reported minimal feelings of work burnout and higher teaching efficacy. Phone interviews conducted with 15 program faculty working in rapidly growing or high Latinx population states indicated that they and their teacher preparation program emphasize preparing the ECE workforce to effectively work with all children and families, not Latinx children and families, in particular. Findings from the current study provide important implications for teacher preparation programs, especially around professional development. [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.]