The preparation of culturally and linguistically responsive special educators requires planning, substantive collaboration, and valuing the perspectives of underrepresented groups. This article describes restructuring efforts of one special education preparation program that included coursework and field-based experiences designed to enhance candidates' understanding of the complex, dynamic interrelationships among culture, language, and disability as the basis for culturally and linguistically responsive practice. Major activities included identifying key competencies, aligning those competencies with specific coursework and activities, and working with faculty in general education to design opportunities for candidates in both programs to develop collaborative skills. Results of ongoing program evaluation indicate that efforts were successful based on positive responses from participating candidates, cooperating teachers who host them, and the principals who subsequently hire them. Successes, challenges, and future directions are discussed within the context of program design and delivery.