The purpose of this study was to further understand the perceptions of MAT@USC teacher candidates and how their perceptions and previous experiences affect the educational experiences of Latino English language learners. Three questions were developed to guide this study: (1) What are the perceptions of MAT@USC candidates in selected courses toward Latino English learners? ; (2) How do the experiences prior to enrollment in one of the MAT@USC selected courses affect candidates' reception to course content?; and (3) How do the candidates perceive the three selected courses in the MAT@USC program in facilitating their ability to serve the needs of Latino English learners? The respondents of this study were all MAT@USC students who reside across the United States and were enrolled in one of the targeted courses for this study: "Integrating Literacies in Secondary Content Instruction," "Framing the Social Context of High Needs Schools," and "Culture Learning in Schools: Latino," during the Fall 2011 semester. This mixed methods study illustrated what teacher candidates feel affects Latino English learners and how their coursework in the MAT@USC program prepared them to work with these students. Based on participants' responses, MAT@USC is "recasting the US curriculum to give greater emphasis on multiculturalism, equity, and social justice," in their teacher education program as recommended by Lynn & Smith-Maddox (2007, p. 95). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]