Within an early childhood methods course, teacher candidates were prepared to spend three weeks in immersive clinical field experience. Early childhood placements were in rural, high poverty areas of central New York State. In addition to readings and authentic project-based undertakings, preparation included interactive activities on culturally responsive curriculum and assets relative to the edTPA. Candidates anticipated planning, instructing, and assessing sequential, scaffolded, developmentally appropriate, and culturally responsive lessons as part of a mock edTPA to commence during the first week of field experience. Before their internship, the teacher candidates collectively espoused knowledge of culturally responsive practices and asset-based ideologies; however, at the end of the three-week field experience, their responses to edTPA prompts and discussions reflected beliefs laden with bias, stereotypes, and prejudice. This paper is a synopsis of the basis of these biases and the steps taken to remedy these deficit beliefs.