Addressing the issue of teachers' low expectations of students of color and those in poverty poses significant challenges to teacher education. The growing body of research focused on this issue documents ways teachers can make a real difference in the educational lives of children. Ladson-Billings' (1992; 1994; 1995) and others demonstrate that teachers can work with students to challenge socio-economic inequities, succeed academically, and retain pride in their cultural backgrounds. Based on a review of literature about preparing culturally competent teachers, this article argues that social foundations courses, especially courses in the history and sociology of education, are critical for teacher candidates to understand the power of racial, ethnic, and socio-economic inequities and the relationship of these factors to the pedagogical practices of schools and teachers in order for teachers to engage in culturally relevant practice. (Contains 3 notes.)