This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs in their responses to the LRT framework. However, qualitative analysis revealed variations in how bi-/multilingual and monolingual PSTs perceived the role of language and power access. Emergent findings indicated that White male PSTs may exhibit resistance to understanding or meeting the needs of ELs. Teacher preparation programs may offer immersive learning experiences in different languages, especially for those who may lack such exposure.