As the Texas Education Agency implements new standards for arts teachers and U.S. arts education policy stakeholders articulate a need for culturally competent educators, teacher preparation programs must respond and consider methods to prepare developing teachers to meet such standards. Preservice arts educators need exposure to a variety of art forms and opportunities to practice teaching in diverse settings in order to explore and exercise culturally responsive arts education. This research project examines the impact of a university program that places preservice teachers in the Rio Grande Valley near the Mexico/U.S. border in South Texas. The group surveyed includes 10 student teachers, two thirds of the total program participants. The research specifically examines the value of the experience for student teachers through surveys and follow-up interviews. The study concludes that student teaching in the Rio Grande Valley helps prepare participants to teach across identity markers and offers them important experience that helps prepare them to meet these new standards set by state policy makers. The article recommends offering more support and reflexive opportunities for these student teachers.