This collaborative, descriptive research project in urban Texas looked at the at the development, implementation, and student perception of effectiveness of a multi-stage pedagogical intervention in a classroom to help preservice teachers become more confident during discussions of controversial identity issues; specifically, ableism, classism, heterosexism, racism, and sexism. Researchers developed classroom experiences based upon worldview threat and defense as well as mindfulness, using qualitative analytic strategies to "foresee" and "assert" the effectiveness of these experiences via mid- and end-point course evaluation surveys. Participants felt more confident and capable when talking to others with differing worldviews due to the experiences and tools provided.