While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study investigated the impact of a field experience model on developing pre-service teachers’ (PSTs) CRT competency. This model was comprised of multi-dimensional activities including classroom observations and interactions with English language learners (ELLs), a community walk, community events participation, interviewing mentor teachers, and critical reflections. The data was collected through a triangular process including PSTs’ (N = 10) reflections, course projects, and interviews with PSTs. The results indicated that this model enriched PSTs’ knowledge about ELLs, positively changed PSTs’ attitudes and beliefs towards ELLs, and developed their potential abilities in CRT. The study also identified effective elements in preparing PSTs’ CRT to provide implications and recommendations for future PST education programmes.