This paper reports the findings of a study that examined changes in interns' culturally and family-responsive dispositions over the course of a 2-year early childhood teacher preparation program that prepares teachers who are willing and able to work with culturally, linguistically, and ability-diverse young children and their families. Specifically, we studied shifts in dispositions about (a) building relationships with families, (b) feeling comfortable working with children and families with diverse cultural and linguistic backgrounds, and (c) being willing to implement culturally responsive and relevant curriculum and instruction. Qualitative methodologies were employed to examine the guiding-principles paper interns wrote at the conclusion of the program. Results of the study indicate that interns perceived that their attitudes toward and beliefs about families with cultures different from their own changed over the course of the program. They attributed these changes, in part, to their engagement in activities that involved home visits and gathering families' stories. The interns felt they gained a greater understanding of cultural diversity and changed some of their assumptions and biases as a result of spending time with families and getting to know their sociocultural context as well as their beliefs, priorities, and goals. The interns perceived that this intimate knowledge of families helped them provide culturally responsive instruction that took into account children's diversity and promoted cultural and linguistic continuity between home and school.