The purpose of this study was to investigate the effects of integrating culturally responsive instruction (CRI) into a course hosted by the school of education at a higher education institution. The study participants were pre-service teachers who completed a pre-course survey and a post-course survey designed to discern their views on the factors that contribute to the disproportionality problem in schools. The participants were also asked to write and subsequently alter lesson plans to reflect their knowledge of CRI. The discussions and activities included in this project aimed to develop responsive instructional approaches with the ability to reshape the curriculum. The positive influence of this project is clear based on the participants' responses and the quality of their altered lesson plans. The results based on qualitative and quantitative methods are discussed.