Pre-service teachers begin their student teaching experience with the intention of helping students advance through the school system. This experience challenges student teachers on a variety of levels specifically in the area of culturally responsive teaching. As schools become increasingly diverse, there is a need for teachers to acquire new knowledge and skills in an attempt to ensure they are prepared to teach all children effectively. This case study provides an in-depth perspective on the difficulties perceived by pre-service teachers. Results of this study suggest there is more work to be done in preparing teachers to work with students whose race, culture and socioeconomic background may be different than the pre-service teachers and mentors responsible for teaching students in schools.