<![CDATA[This study examined Indonesian pre-service English teachers' experiences with and developing understandings of Culturally Responsive Teaching (CRT). Equipping teachers to teach responsively is not only an educational duty but also a social and ethical one in a nation with such cultural, linguistic, and ethnic variety. This study examined how CRT is seen, applied, and contested in coursework and field practice using a qualitative methodology that included semi-structured interviews and open-ended questionnaires with sixteen preservice teachers who enrolled in teacher professional education (PPG). According to the findings, pre-service teachers often face institutional gaps that hinder their preparedness and confidence, such as a lack of exposure to CRT principles, inconsistent mentorship, and the prevalence of standardized instructional models, even though they demonstrate a sincere commitment to inclusive and culturally affirming pedagogy. Despite having few resources, many teachers use reflective practices, adapt course material to students' cultural backgrounds, and put up a lot of effort to establish deep connections. This study highlights CRT as an emotionally complex, relational, and identity-forming activity that requires more than just academic understanding. Strong institutional backing, context-sensitive implementation, and extended reflection are required. In order to better prepare future teachers to respond to the dynamic and diverse realities of their classrooms, the study's conclusion is that Indonesian teacher preparation programs integrate CRT as a fundamental element into their curricula, practical experiences, and institutional culture.]]>
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