This study addresses preservice teachers' understanding of culturally responsive pedagogy (CRP) and their readiness to teach in culturally and linguistically diverse (CLD) classrooms. This study analyzed preservice teachers' understanding of CRP and the challenges or barriers that implementation may present. Also, the research examined preservice teachers' readiness to enter the teaching field. The nation's growing diversity requires that educators address their biases and have confidence in delivering instruction to meet the needs of today's culturally and linguistically diverse student population. The achievement gap between Black and Brown students of color and White students has been well documented, and it is essential to close the gap that is only growing post-pandemic. With the intense racial climate of late, the implications for addressing culturally responsive pedagogy have never been more important as its essence is being attacked and "banned" across the nation. This study looks to further the conversation on the readiness of educators to teach in our nation's and specifically the state of Florida's CLD schools with cultural responsiveness at the core and determine what more teacher education programs may need to do to address this need. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]