By the year 2030, it is predicted that culturally and linguistically diverse (CLD) learners will comprise approximately half of the public school population in the United States. Unfortunately, many pre-service educators enter the teaching field each year lacking knowledge of the experiences and needs of these students. This trend has particular ramifications as these educators will join a public school workforce where nearly 85% of teachers have had less than seven professional development hours devoted to this group of students. The inconsistent nature of in-service training to address this issue indicates that teacher education programs must take a greater role in advancing the conversation on how to best meet the needs of CLD learners in the United States. In this article, the authors describe how focusing on the needs of CLD learners through PETE preparation and the structuring of practical assignments can inspire and empower future teachers. (Contains 4 figures.)