This research is located within the call for schools to raise the achievement of students from culturally, linguistically and economically diverse (CLED) backgrounds. It combines quantitative and qualitative research methodologies to compare and contrast preservice teachers' (PSTs) responses to "scenarios" that explore beliefs regarding students from disadvantaged communities. Demographic data is used to determine an innovative Cultural Capital Index, while qualitative responses are coded on a continuum of Cultural Responsiveness to establish and analyse pre-service teachers' beliefs. This paper finds that many PSTs hold deficit attitudes regarding disadvantaged groups of students that may render these teachers unable and subconsciously unwilling to affect a system in need of reform. (Contains 7 notes and 6 figures.)