The purpose of this study was to evaluate a new course developed for students in the early childhood education (ECE) graduate and/or licensure in early childhood special education (ECSE)--a Colorado teacher licensure program--in the School of Education and Human Development at CU Denver. The study explored graduate students' learning in a course on social change agency in order to understand the extent to which personal and professional experiences coupled with course experiences impact the learning and perceived competence of students to act as agents of social change and the ways teacher educators can better support students' learning of the content. The problem of practice--the lack of quality inclusion for children with special rights--is discussed in the introduction. It is followed by an extensive review of the literature that informs (1) the components of the course, (2) the reasons why social change agency is important for early educators, and (3) a discussion of the proposed theoretical framework. The methodology for the study is also shared. Results, discussion, and recommendations for future work are also 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.]