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Introduction In this study, we aimed to capture the notions and constructs of diversity and social justice held by prospective teachers. We sought to explore how teachers perceive the role of their teacher preparation in shaping their understanding of issues related to diversity and social justice. Our research was conducted within the context of a four-year undergraduate program offered at Delhi's premier university. We collected data using various methods, including questionnaires, interviews, observations, and student writings. Research Findings The study's findings provide a rich and detailed account of how teacher candidates' concepts of diversity and social justice evolve as they progress through the program. During their first year, most prospective teachers view diversity as a broad concept encompassing differences and pluralism. However, by their fourth year, they predominantly perceive differences from a social group perspective. The responses of fourth-year participants indicate that the teacher education program successfully challenged many deeply ingrained beliefs related to social justice and diversity. Transformative Journey Our data shows that the program offers structured opportunities for prospective teachers to question their socialization patterns and beliefs. This transformative journey begins with the initial step of challenging one's own worldviews and gradually expands perspectives to analyze how social structures influence individual students' experiences. As pre-service teachers develop a better understanding of themselves, they start to relate their identities to historically marginalized groups, reflecting on their own social positions in terms of power and privilege. This heightened self-awareness is also evident in their pedagogical practices, where pre-service teachers demonstrate how classroom diversity can be leveraged as a pedagogical opportunity.

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