Correlational research investigated relationships between PreService Teachers' dispositions and success with Culturally Linguistically Diverse Exceptional (CLDE) students, addressing disproportionality and multicultural teacher preparation. Results show a significant correlation between Inclusive Dispositional Self-Assessment scores (e.g., emotional intelligence and cultural competence) and instructional choices for CLDE students. Implications include the need for teacher educators to provide opportunities for students to develop the dispositions of care, purpose, advocacy, empathy, inclusivity and reflection, which will greatly improve instructional outcomes for CLDE students.