This Education Leadership Portfolio (ELP) focuses on addressing the increasing need for more racial diversity in the Delaware teacher workforce. It is a multi-dimensional effort to meet the increasing need for and supply of teachers of color in the state. Therefore, the scope of this ELP centers around the University of Delaware (UD) College of Education and Human Development's (CEHD) "Teachers of Tomorrow" (ToT) Program. This program was created as a diversity initiative tasked with doubling the number of underrepresented students from Delaware enrolled in a teacher education program at the university. Terms such as "students of color" and "minority" are used interchangeably to refer to students who self-identify as African American, Hispanic/Latino, Asian, Native American, and/or of more than one race. Likewise, the term "teachers of color" is used to refer to teachers from the same previously stated backgrounds. The term "underrepresented" is used to refer to students from a racial/ethnic minority group, who are low-income, or are males interested in pursuing a degree in early childhood or elementary teacher education. The improvement goals for this ELP were three-fold. The first goal was to evaluate the ToT Program to determine if it could serve as a promising resource to help boost recruitment efforts geared toward gaining more students of color into the field of teacher education. To address the first improvement goal, existing program data were used to evaluate the program's potential as a viable resource for recruiting future teachers of color. The second goal was to develop a deeper understanding about what influences students in general, and students of color specifically, regarding their decision to pursue a career in teaching. To accomplish the second improvement goal, a mixed methods study was conducted on students' perceptions of the ToT Program and general factors that influenced their post-secondary decisions. The third goal was to raise awareness regarding efforts to racially diversify the Delaware teacher pipeline. To address this goal, I took several opportunities to share my research with broader audiences, to help increase the visibility of the ToT Program and recruitment efforts to diversify the Delaware teacher pipeline. Findings from the ELP shed a positive light on the perceived influence the ToT program had on its participants and further insight is given regarding what is important to students of color. Recommendations are provided to the program staff to suggest ways to further enhance the program. [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.]