The education of preservice teachers is a complicated process. Working toward a disposition that is inclusionary versus exclusionary is a logical and worthy goal, but that means teacher educators acknowledge the demographics and mindset of those involved in this process. The researchers believe culturally responsive teaching should be woven into teacher preparation and culturally responsive mathematics teaching should drive mathematics instruction. The researchers created specific assignments throughout the program to increase the knowledge, skills and dispositions of preservice teachers (PST). The interventions for this study focused on skills related to cultural and cognitive diversity. The eight specific interventions that were given as assignments will be discussed. Results indicate self-efficacy and use of actual strategies increased after exposure to interventions.