This dissertation explores teacher preparedness to engage with a diverse Westo, Georgia, student population effectively. The study emphasizes the pivotal role played by teacher training and ongoing professional development in shaping this preparedness. Employing a quantitative research approach, the investigation evaluates the preparedness levels exhibited by novice and experienced educators in two school districts in Westo County. The researchers used the Culturally Responsive Teaching Preparedness Scale (CRTPS) instrument to measure teacher preparedness for teaching culturally and ethnically diverse students. The study's results from comprehensive data analysis revealed no statistically significant differences in preparedness between teachers hailing from Muscogee and Westo Counties. Likewise, no such differences emerge when comparing the preparedness levels of novice and experienced teachers. These intriguing findings collectively suggest the effectiveness of the New Teacher Induction Program (NTIP) in adequately equipping novice educators. Consequently, this research project significantly underscores the importance of continuous professional development initiatives, particularly those centered around culturally responsive pedagogy. This emphasis on ongoing professional growth is critical in fostering inclusive and equitable education. Furthermore, it is a potent strategy for addressing deeply ingrained historical inequities within the education system and working towards ameliorating the pervasive opportunity gap. This dissertation contributes valuable insights and empirical evidence that can substantially inform educational practices and policies, steering them toward creating a more just, inclusive, and equitable educational landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]