African Americans experience varying disparities including racial discrimination and cultural discontinuities, which are manifested in public school classrooms. Hence these students struggle academically and are less likely to attend college. This study was designed to investigate the effectiveness a Culturally Relevant Pre-Service Teacher (CRPT) Intervention Model for pre-service
teachers. Qualitative methods were used alongside the Cross Racial Identity Scale to respond the effectiveness of CRPT Intervention Sessions. Results indicated that pre-service teachers gained a more in-depth understanding of relationship between their identities within the context of their cultural experiences and all pre-service teachers applied some culturally relevant teaching strategies.