For five years I have supervised a summer literacy camp that connects graduate education majors with students from diverse ethnicities. Each summer I noted I inadequately challenged the education majors to extend their knowledge, examine their attitudes, and expand their abilities to offer culturally responsive literacy instruction to students in the camp. Therefore, I employed a formative-experimental framework to explore the benefits of adding two interventions to our curriculum to stimulate the education majors' culturally responsive dispositions. My discoveries indicate teacher educators can help education majors develop culturally responsive understandings, and pedagogical repertoires that meet the needs of students from nonmainstream families.