A mixed methods study analyzed responses from a target population of teacher-candidates based on completion of pre-and post-instructional surveys and reflective written responses. Results identified a relationship between the instructor's demonstrated intentionality, care, optimism, respect, and trust (I-CORT) to invite personal and professional development and the teacher-candidates' emotional intelligence subskills and embrace of an educational theory that promotes equity and social justice. Implications suggest educational leaders seeking to improve Educator Preparation Programs should ensure curriculum explicitly expects teacher-candidates are able to demonstrate high emotional intelligence skills, tenets of Invitational Education theory, and dispositions that promote equity and social justice.