For decades, the United States has experienced demographic forces which have slowly and persistently reshaped the population of minorities served in education. Increasingly, students come from families with diverse linguistic, cultural, and ethnic backgrounds. Research states that teacher preparation programs which are dominated by a white middle class workforce seem to consistently provide insufficient preparation to cultural diversity and social justice consciousness for candidates to function well in this new America. They lack research-based knowledge and skills of diversity and social justice to input culturally competent outcomes in their new roles as agents of transformative change. This study was undertaken to capture the transformative changes in diversity and social justice to thirty candidates during their very first course and clinical experience in a Teacher Preparation Program. Using the four seasons approach to ethnography, the researcher collected extensive data. The analysis showed that changes in visions of diversity and social justice did take place in a fairly shorter time frame. They demonstrated cultural awareness, fluidity, and knowledge of the self and others in a broader concept of the society after yearlong instruction and field experiences. Correspondingly, the researcher will discuss these major concepts that emerged and offer suggestions for teacher educators on how to proactively prepare candidates to authenticate diversity and social justice within their classrooms.