What if the problem with today's classroom teachers is with the preparation they receive? This piece argues that teacher educators need to learn how to incorporate cultural competence and responsiveness within their daily lives and into their areas of expertise. As a faculty member and coordinator for the academically and/or intellectually gifted program at their institution, the author advises students and teach a variety of courses including Introduction to the Gifted Learner, Differentiation, Special Topics in Gifted Education, and Creativity. The author has worked diligently over the last three years to modify and restructure one of their undergraduate courses to be more closely aligned with a constructivist framework focusing on learner-centered instruction, differentiation, and developmentally appropriate practices. In the process of this course redesign, the author has also been reflective of how to best meet the needs of all learners, not only those who mirror their culture and race.