This is case study of four students in a teacher preparation course in family engagement. Researchers used Kegan¹s (1982) constructive-developmental framework to understand levels of interpersonal development to analyze activities requiring students to consider the perspectives of a range of families. Results suggest that all four students, regardless of background and personal experiences, are in a developmental stage that does not allow them to fully consider the viewpoints of diverse groups. Given their ages and experiences, students' perspectives showed growth consistent with developmental expectations. Thus, pre-service teachers may not be developmentally ready to empathically and independently consider diverse perspectives as deeply as experienced teachers. Teacher educators must consider this development when engaging with teacher candidates around bias and family engagement.