Our classrooms are increasingly populated by students from diverse linguistic, ethnic, and cultural backgrounds. These students bring rich experiences that could be utilized as resources for teaching and learning in culturally diverse classrooms. Unfortunately, they often encounter racism and inequality, as well as a discrepancy between their home and school culture that negatively impact their learning interests, engagement, and motivation. Research has illustrated how diverse learners benefit from classrooms where educators implement culturally inspired pedagogies. However, many teachers feel unprepared to teach in culturally diverse classrooms. This chapter used a case study design investigating a professor's effort in preparing future culturally responsive classroom teacher leaders by weaving cultural relevance into regular instructional practices. Participants included nine pre-service teachers (PSTs) enrolled in an educational psychology course. Data included self-reports from a cultural diversity survey and entries from a journal experience reflection form. Findings from a mixed method analysis major findings, this chapter shows how the PSTs (1) considered that the culturally relevant assignment was greatly valuable as they were highly engaged in it; (2) thought about themselves as culturally responsive future leaders; and (3) believed that agency and self-efficacy could be improved through classroom instructional practices, assignments, and practicum placements. The implications and limitations of the study are discussed in the last section of the chapter. [This is a chapter in: "Research in Teacher Leadership in Canada: Transformative and Contextualized Agency," Canadian Association for Teacher Education - Canadian Society for Study of Education, 2024.]