In this article, we argue for the importance of all teacher educators engaging in a culturally responsive practice in their university classrooms. Whereas the literature is replete with recommendations regarding the use of a culturally responsive practice in P-12 settings, it is virtually silent on the use of such a practice in higher education settings. Given the changing demographics in our nation's schools, including in postsecondary settings, we strongly suggest this practice to maximize teacher candidates' learning and to influence their choice of teaching strategy and philosophy. We propose eight university teaching recommendations that are research-based and drawn from the work of various scholars who offer well-conceptualized and comprehensive texts that describe a culturally responsive practice.