The influx of students of color in the nation's public schools has significant implications for teacher preparation institutions and professional development programs. Teachers and students alike immeasurably benefit from a process that requires them to get in touch with their cultural, racial, and ethnic heritage. However, little is known about the racial identity of student teachers and their dispositions to meet the needs of diverse learners after completing coursework and before entering the field experience. Relating racial identity to dispositions is imperative. In this article, I explain the rationale for racial identity and dispositions, and I discuss methods to develop a response to increased diversity through racial identity and the underlying, effectively developed dispositions. Based on quantitative data, this study shows that more university hours in multicultural classes increase the level of racial identity status and help student teachers make instructional changes to better meet the needs of an increasingly diverse student population. (Contains 6 tables.)