This research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, it focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent-teacher conferences. Implications center on the use of this pedagogy within teacher education contexts to further advance the professional dispositions of teachers as they prepare to teach in diverse scholastic environments schools. (Contains 3 tables.)