Although many teacher educators have suggested multiple ways to prepare teacher candidates to teach for diversity, the knowledge, skills and dispositions are not easy to acquire. The purpose of this research is to investigate how an M.Ed licensure program prepared teacher candidates to teach with concern for equity and diversity. The prekindergarten to 3rd grade early childhood teacher candidates in urban school field placements with the first year Professional Development School (PDS) model were compared to 4th to 8th grade middle childhood teacher candidates in urban and suburban schools without PDS experience. This study also aimed to identify issues and solutions to improve this teacher education program for diversity. Both quantitative and qualitative research were conducted to analyze the data collected from the diversity scale (Pohan & Aguilar, 1999), Faculty interviews, and teacher candidate focus group interviews. The data revealed slight differences between the early and the middle childhood teacher candidates' dispositions and practice toward diversity but no significant differences in understanding diversity. A future action plan stemming from these results has been created.