The development of culturally responsive teachers who value their students for their own stories and backgrounds represents a critical pursuit. Unfortunately, new teachers report feeling unprepared for racial and ethnic diversity in the classroom and find that coursework addressing these issues provides little help in classroom practice (Castro, 2010; Public Agenda and National Comprehensive Center for Teacher Quality, 2008). In this article the authors examine and describe the process of self-reflection and mentorship associated with teaching a graduate course on diversity and culturally responsive pedagogy. During this mentorship, for 16 weeks, the two authors engaged in reflective dialogue through email about teaching the course. The analysis of these emails found evidence of enhancement of professional selves as teacher educators (both the mentor and the mentee) through self-reflection and the mentorship process. Thus, the authors discuss how self-reflection and mentoring through reflective dialogue can support the teaching of a course on diversity and culturally responsive teaching.