We used qualitative methods to explore how a graduate literacy program prepares in-service teacher education candidates to support the literacy development of diverse learners in the United States. Using data from program evaluations collected in 2009 and 2010, coursework, rubrics, candidates' work samples, and surveys from 24 respondents (a 34% response rate), we examined the program experiences where candidates work with diverse learners and whether the program prepared today's teachers to meet the needs of diverse learners. Findings show that (1) interactions with diverse learners occurred as a scaffolding process as candidates progressed through the program, (2) candidates were provided with a range of authentic assignments to work with diverse learners, and (3) candidates had multiple opportunities to engage in authentic learning opportunities where they can hone their knowledge and skills for working with diverse learners. The experiences in this program led candidates to advocate for diverse students and their families by disseminating information and resources in their individual schools. Teacher education programs should provide integrated, ongoing learning opportunities for candidates to increase their understanding of diverse learners and their interaction with students from diverse backgrounds.