In response to diversifying classrooms, teacher education programs have focused efforts on multicultural service learning and culturally responsive teaching as mechanisms for delivering an orientation towards equity. Social justice teacher education programs further promote issues of diversity and equity in the classroom and school system and position education as a democratic institution. The purpose of this study was to explore the program experience of three pre-service teachers enrolled in a minor program focusing on urban youth and community, and rooted in social justice and multicultural service learning. There were three research questions: 1) what were the perceptions and overall experiences of three pre-service teachers enrolled in the program? 2) how did three pre-service teachers in the program view the impact of the program on their own growth and development?, and 3) how did three pre-service teachers in the program view its impact on their student teaching practices? A qualitative case study methodology was employed to collect data from three participants via semi structured interviews, classroom observations, and document analysis. Themes of social justice orientations, diversity, Whiteness, community building, and teaching practice emerged from the data. This study suggests that participants perceived a large impact by the program on their own teaching practice and growth and development, but did not fully internalize the implications of their own racial and economic identities. Further research is needed to measure the impact of teaching practice on student achievement and the transition from student teaching to career educator.