The growing cultural and linguistic diversity found in P-12 public schools requires focused attention from advanced-level educator preparation program providers. Practicing teachers earning an advanced degree at the specialist or master's level benefit from theory and research to support diverse learners, but praxis--where theory and research informs practice--is preferred to promote action that improves teaching and learning in real, transformative ways. In this paper, I introduce the "Taking Transformative Action at the Advanced Level" ("tTAL") model as an evidence-based pedagogical approach for preparing graduate-level practitioners to meet the needs of diverse learners. I describe underlying theoretical and methodological frameworks relevant to the "tTAL" model and offer recommendations to teacher educators.