Given the overwhelming presence of Whiteness in the teacher workforce combined with persistent inequitable educational outcomes for BIPOC communities, teacher preparation programs are obligated to equip educators with the competency and confidence to implement culturally responsive teaching practices (Siwatu, 2007). This study explored teacher candidates’ insights on experiences prior to and during a teacher preparation program that influenced their culturally responsive teaching self-efficacy. This phenomenological study was guided by a constructivist worldview employing critical race theory as the lens through which participants’ insights were explored. Three semi-structured, confidential, in-depth interviews occurred with four teacher candidates from two universities in southern Pennsylvania. An iterative data analysis process was utilized. The findings of this research were teacher candidates’ early perceptions of race and culture developed in predominantly White spaces with family members, their school community, and media. The experiences during a teacher preparation program that influenced teacher candidates’ culturally responsive teaching self-efficacy occurred in their coursework, fieldwork, and on-campus activities. Implications of the study illustrated that teacher preparation programs may serve as a mitigating force between teacher candidates’ experiences prior to a teacher preparation program and the implementation of culturally responsive teaching. Finally, teacher preparation programs should consider a coherent race-centered approach to prepare educators who are equipped to disrupt the inequitable education system and improve outcomes for BIPOC communities.