Despite greater responsibility for creating equitable and inclusive classroom models, some research suggests that educators "may not have the necessary attitudes, dispositions, or perhaps more important, the professional skills to successfully instruct students in diverse, inclusive classrooms" (Van Laarhoven, Munk, Lynch, Bosman & Rouse, 2007, p. 440). This study specifically examines the effects of an interdisciplinary, co-taught curriculum on teacher candidates' beliefs about equitable instruction in their future K-12 classrooms, including the most effective strategies for supporting learners with special needs. This article provides readers with 1) a knowledge of several curricular changes that can be made to a foundations course to better prepare preservice educators for the challenges of differentiating curricula, and, 2) an awareness of the course content and instructional strategies teacher candidates (both general education and special education-endorsed) find most relevant in their practice. (Contains 1 figure and 1 table.)