The purpose of this study was to investigate what specific experiences and activities teacher education program graduates attributed to developing perspective transformation regarding culturally responsive pedagogy (CRP). The study examined the perceptions of Oregon TSPC approved teacher education program graduates from 2020-2023 across four different universities. The study employed a mixed methods explanatory sequential study using the Learning Activities Survey (King, 1997), which included a quantitative survey and qualitative interviews. Analyses included descriptive statistics and chi-square tests of significance for the survey and in-vivo first cycle and pattern second cycle coding for the interviews. The study found participants attributed the following learning activities were statistically significant to developing perspective transformation regarding CRP: (a) reflection exercises, (b) assigned readings, and (c) class activities. Additional findings suggest there are opportunities to further support graduates in applying CRP through building further cultural competence and supporting preservice teachers in moving beyond a static definition of CRP. [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.]