This study examined one methods course in one teacher education program, which incorporated Diversity Pedagogy Theory (DPT) to prepare pre-service teachers to teach secondary English. One course instructor and two pre-service teachers were interviewed to find whether DPT affected pre-service teachers' teaching practices and helped them reduce cultural learning barriers through multicultural education. Data were analyzed according to a matrix of eight dimensions aligned with pedagogical practices and student behaviors. Findings showed participants' preferences for instructional practices, social awareness, assessment, diverse methods, content knowledge, and identity pedagogies. The researcher provided eleven recommendations and a reflection.