This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data source that uses andragogical and asset-based pedagogies and approaches to assess and codify educators' cultural competence systematically. Findings demonstrated the CPCDP's effectiveness in assessing and codifying preservice teachers' cultural competence specific to PreK-12 urban schools and majority-minority student populations. Also, findings demonstrated that the development of pre-service teachers' cultural competence is implicated by teacher educators' and leaders' levels of cultural competence.