The purpose of this study was to investigate the extent to which preservice elementary teachers integrated culturally responsive pedagogy into their perspectives on effective teaching and being an effective teacher and if these perspectives changed over time. Data were collected from 53 preservice teachers in the form of a perspective paper written in two consecutive semesters at the end of field experience courses. Data were analyzed both quantitatively and qualitatively. Findings indicated that preservice teacher integrated issues of cultural and linguistic diversity into their perspectives minimally. Linguistic diversity was more integrated than cultural diversity. Their perspectives included less integration of cultural and linguistic diversity over time.