Test-based education reform efforts continue to limit the number of minority teachers in the United States. Minority-serving institutions face numerous challenges in recruiting and preparing highly qualified minority teacher candidates for the academic demands of a changing teaching climate and the influx of a diverse student population in public schools. Based on recommendations from the existing literature for supporting minority teacher candidates, a web-based seminar was developed to strengthen the preparation of a group of prospective teachers by teaching them critical thinking skills in a teacher education program. Utilizing a sample of 86 preservice teachers (most of whom were Hispanic) at a South Texas minority-serving institution, a quasi-experimental nonequivalent comparison group design was used to measure their reading and critical thinking abilities, as determined by pre- and posttest scores of the Nelson-Denny Reading Test and the Watson-Glaser Critical Thinking Appraisal. A series of one-way analyses of variance indicate statistically significant gains in reading and critical thinking skills for both the experimental group and the control group; however, between-subject analyses of variance failed to indicate that the increase in scores was sensitive to the WebCT seminar. (Contains 6 tables.)