This dissertation provides an examination of teachers' perceived levels of cultural responsiveness, mindset, and self-efficacy, as well as the perceived effectiveness of their teacher preparation programs in preparing them to teach in culturally and linguistically diverse classrooms. The study was framed within the context of inequities and achievement gaps faced by increasingly diverse student populations in the United States contrasted to a historically White and monolingual teaching population and how ensuring that pre-service teachers experience diverse curricula and are exposed to diverse field experience can be instrumental in ameliorating these conditions by challenging mindsets. The study also examined how years of service influenced teachers' perceived levels of cultural responsiveness, mindset, and self-efficacy and how professional development for classroom teachers addressing cultural diversity could be instrumental in closing achievement gaps. The survey consisted of a modified instrument based on the "Common Metrics Transition to Teaching Survey" (NExT, 2016), specific questions about growth mindset based on the "Theories of Intelligence (Others Form)" scale created by Dweck and colleagues (Dweck, 2000), and self-efficacy questions based on the "Teachers' Sense of Efficacy Scales (TSES)" short-form survey, which was developed by Tschannen-Moran and Woolfolk Hoy (2001). Results indicated that teachers with diverse curricula and field experiences reported higher cultural responsiveness and self-efficacy. However, classroom teachers with more than six years of experience reported lower cultural responsiveness and self-efficacy levels, which supports the need for continued education and professional development opportunities for teachers addressing cultural-sustaining practices to increase teacher efficacy. Reflections, discussions, and implications for future research and actions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]