Professional learning that supports teacher educators, supervisors, and school partners is critical in teacher education where candidates are prepared to teach culturally and linguistically diverse populations. This article focuses on a professional development framework for teacher educators working with prospective elementary teachers of English language learners. The model incorporates the following components: (a) developing "Awareness" of faculty members' biases/attitudes, (b) taking "Action" to develop faculty members' pedagogical knowledge/skills, and (c) facilitating the "Alignment" of program goals during clinical experiences with culturally responsive P-12 cooperating teachers.