Progress in educational research and theory has led to the recognition that teachers need to integrate culturally responsive pedagogy practices into their instructional teaching to make genuine relationships with their students. The purpose of this study was to identify the extent to which Michigan teacher candidates were familiar with CRT practices. This study used a quantitative methodology to examine the extent to which Michigan teacher candidates enrolled in their clinical experience fieldwork during their final semester are familiar with CRT practices and to what level these candidates have put such procedures in motion, or indeed, whether they were prepared to do so. The target population for this study consisted of teaching candidates, or preservice educators, in the state of Michigan. Participants completed the Culturally Responsive Teaching Self-Efficacy Scale. Using the feedback from the participants, a list of CRT procedures was compiled to determine what classroom practices teaching candidates are familiar with and which procedures are used the most. Teacher candidates reported higher levels of self-perceived proficiency in the areas of "establishing a culturally inclusive classroom" and "facilitating student learning through multiple perspectives" and lower levels of proficiency in the areas of "collaborating with families and communities" and "using culturally responsive instructional strategies." Professional development opportunities can help in-service teachers learn how to create an inclusive classroom environment, address complex topics respectfully, and develop activities and assignments that are culturally relevant and meaningful to their students. [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.]