This article highlights the work of a culturally responsive pedagogy (CRP) Professional Development School (PDS) initiative aimed at promoting teacher candidates' abilities to understand and work effectively with elementary-aged Micronesian students in Hawai'i. Findings from this research reveal that a PDS centered on CRP improved teachers' abilities to work with historically marginalized youth. TCs developed cultural understanding and defined culturally responsive dispositions. To enact CRP, TCs conducted research and used small group instruction to inform relationships with students. The article concludes with implications for PDS work in diverse schools.