The purpose of this study was to investigate the impact of a 16-week program of community-engaged teacher preparation on preservice teachers' perceived efficacy in enacting culturally responsive teaching and their beliefs in the outcomes associated with such practice. Participants responded to the Culturally Responsive Teaching Self-Efficacy Scale and the Culturally Responsive Teaching Outcome Expectancy Scale at the onset and conclusion of the semester. Results indicated that each cohort of candidates experienced statistically significant increases in culturally responsive teaching efficacy and outcome expectations following their involvement in a semester of teacher preparation. Comparison of the experimental and control groups indicated community-engaged teacher preparation positively impacted culturally responsive teaching efficacy and outcome expectations above and beyond the traditional program of preparation.