A lack of teacher preparation for working with racially, culturally, ethnically, economically, and/or linguistically diverse (RCEELD) students is viewed as potentially playing a role in the issue of disproportionality in special education (Griner & Stewart, 2013). The conducted case study aimed to fill an existing gap through providing preservice special education teachers with the opportunity to grow their culturally responsive teaching (CRT) skills and knowledge. The purpose of this case study was to (1) explore the lived experiences of preservice special education teachers as they engaged in explicit instruction in the area of CRT, and (2) further understand the impact that explicit instruction in CRT could have on the CRT self-efficacy, knowledge, and diversity attitudes and beliefs of preservice special education teachers. Through conducting this study an additional aim was to uncover insights that could work to shape teacher preparation, specifically special education teacher preparation, to allow for preservice special education teachers to have more opportunities to engage with the topic of CRT. Constant comparative analysis was used to analyze the data. Three within-case themes and four cross-cases themes were found during the data analysis. Implications for teacher preparation/practice and future research are discussed. [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.]