Teacher diversity is essential for creating inclusive learning environments, as teachers who reflect their students' backgrounds can better serve their needs and positively impact learning outcomes. As the Sweet Home CSD classrooms become increasingly diverse, the homogenous teaching force has failed to keep pace, with more than ninety-six (96%) percent of Sweet Home CSD teachers racially identified as White. This mixed methods study utilizing document analysis and survey data explored the linguistic nuances and terminology of job postings and the impact job posting language has on pre-service teachers' application preference. The document analysis included a comprehensive review of thirty-eight (38) job postings gathered from the nineteen Erie 1 Boards of Cooperative Educational Services (BOCES) component districts. Findings revealed that most job postings did not include explicit language related to a commitment to fostering diversity, equity, or promoting inclusion within their school districts. Subsequently, a survey of sixty-six pre-service teachers revealed that pre-service teachers prioritized job postings with explicit and extensive diversity, equity, and inclusion (DEI) language. The survey data further suggests that DEI language significantly influences the preferences of diverse participants more than non-diverse participants. The strong preference for job postings with DEI language indicates that these values are important to pre-service teachers. This suggests that educational institutions should prioritize incorporating DEI principles into their organizational culture to attract and retain diverse talent. This study concludes with implications for practice and future study. [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.]