Research has repeatedly documented that teachers are underprepared to teach mathematics effectively in diverse classrooms. We believe critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support capitalizing on children's cultural, linguistic, and community-based knowledge and experiences in mathematics instruction. This study examined beginning perceptions, beliefs, and dispositions of prospective teachers (PSTs) toward students' family, community, and culture. Results indicate that PSTs hold a range of beliefs based on how they see the resources and supports available to students in the home and community, how they compare and contrast themselves with their students and the students with each other, and how they see the nature of the relationships that can and should be formed by teachers with students and families. [For the complete proceedings, see ED584829.]