This article examines how students enrolled in a university course focused on sociocultural influences and learning changed in their understanding of the relationship between sociocultural factors, teaching, and schooling over the duration of the semester. In this context, sociocultural factors refer to key social constructs such as race, class, and gender that play an organizing role in how people and societies understand and interact with one another. This article is specifically concerned with how students in the course understood the way sociocultural factors influenced schooling and teaching, and the implication these processes had on educators in meeting the needs of all students. This inquiry is relevant because one of the primary challenges teacher educators face is preparing teacher candidates to work effectively with students from socioculturally diverse backgrounds. (Contains 2 tables.)