As students in the United States are increasingly diverse in terms of culture, ethnicity, race, language, immigration status, geographic considerations, religion, sexual orientation, abilities, and socioeconomic status. Despite efforts to diversify the teaching force, teachers continue to be White, female, middle class, monolingual English speakers. Further compounding matters is the issue of disproportionality in special education, with African American, Latinx, and Native American students overrepresented in special education. Teacher preparation programs are tasked with the challenge of preparing culturally responsive special education teachers. To identify practicum fieldwork experiences that impact pre-service, dual certified teacher candidates, a multiple case study was conducted with four second-semester, dual certified teacher candidates in the their junior year. The practicum experiences of these teacher candidates in two Title I, public elementary schools were examined. Demographic data, interview data, blog posts, observations, concept maps, and lesson plans were collected for this study. Dual certified teacher candidates communicated extensively about the impact of teaching experiences in their development, but culturally responsive teaching was rarely discussed, unless specifically a topic of a blog prompt or an interview question. Findings indicate that teaching experience in culturally diverse settings, interactions with culturally, linguistic, diverse exceptional learners, meaningful connections with mentor teachers, and opportunities to gain first-hand experience with elements of the special education process were impactful for dual certified teacher candidates. Culturally responsive teaching was not prevalent, even in diverse public school settings, due to curricular or other constraints. Results of this study revealed a need to for culturally responsive teaching to be intentionally interwoven through several semesters of pre-service coursework and practicum experiences. Findings and implications for teacher preparation programs and school-university partnerships are discussed. [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.]