A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on teacher candidates' understandings of school-based inequities. Three pre/post instruments were used to gauge the difference in participants' equity beliefs, skills, and knowledge. Treatment participants (N=35) were exposed to a compilation of curricular modifications including professional workshops, panel events, and online modules. Quantitative findings showed a statistically significant treatment effect and greater growth outcomes for treatment participants compared to control (N=83). Qualitative analyses showed that treatment participants used more specific equity language and displayed greater noticing skills of bias in classroom settings. Implications for practice are provided.