Teacher education students are more likely to be White than general bachelor's degree-seeking students across the nation (King, 2019), even as K-12 student populations are becoming more racially diverse (USDOE, 2022; DRIVE Taskforce, 2021). Colleges of education are contributing to the reproduction of a predominantly White teacher workforce. In this project, I addressed the low numbers of Black and Latinx students in the undergraduate teacher education programs at Western Carolina University (WCU). The theory of improvement held that providing college-level instruction focused on teaching as a profession and college access opportunities in high schools with large populations of Black and Latinx students would result in improved attitudes and perceptions of teaching as a profession and college-going self-efficacy, which will lead to an increased number of Black and Latinx students in teacher preparation programs at WCU. The intervention, Students to Teachers through Educator Pathways (STEP) with WCU, was based in the Plan-Do-Study-Act (PDSA) cycles of improvement science and collected and analyzed qualitative and quantitative data repeatedly to detect whether the change was an improvement. Results from the STEP With WCU intervention indicate a positive influence on students' attitudes toward becoming teachers and suggest positive trends regarding improved attitudes toward their ability to go to college. I believe the STEP With WCU model could be influential in moving the needle on increasing the number of Black and Latinx students in WCU's teacher education programs through intentional partnerships with diverse high schools. [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.]