This study examined the perceptions of preparedness experienced by four teacher candidates to teach four-year-old students enrolled in schools serving high poverty populations. In this study, teacher candidates provided self-evaluations of their backgrounds, instructional, and practicum experiences. A valid observational tool for teachers, the CLASS, was used to assess the impact of teacher candidates‘ competencies related to classroom climate, organization of the environment, and teaching practices. In this study, four-year degreed teacher candidates‘ reported positive perceptions when attending two IHEs with strong social justice curricular foci, and skills suggesting preparedness to teach 4k children in high poverty schools. This study also suggests improvements in preparedness through a more intensive, clinical practicum experience, utilization of a data driven process of evaluation, and the modification of the CLASS to assess teacher candidates during practicum experiences. According to this research, these three evaluative steps may create upon graduation, a measure of individual teacher competency.