This article describes the programmatic ways in which the Children's Defense Fund Freedom Schools[R] program develops culturally responsive teaching practices amongst its summer interns, particularly in the area of developing sociopolitical consciousness. This paper places specific focus on the role that historical knowledge, the acknowledgement of a "we" discourse and instilling a lifelong commitment to service plays in cultivating teacher sociopolitical consciousness. The research reported here aims to serve as a case for lessons to be learned by traditional, university-based teacher education programs committed to preparing teachers to teach in culturally responsive ways. (Contains 2 notes and 1 table.)