This study aimed to address the expressed needs of recent teacher education graduates. In an effort to assist these new educators in meeting their professional development needs, this study designed free, voluntary workshops to target some of the issues. The participants were 56 undergraduate and graduate college students majoring in teacher education. They were divided to two groups: a treatment group and a comparison group. The findings reveal that as the conclusion of the semester, the treatment group’s perceived knowledge in this area significantly improved, more so than their peers in the comparison group. Furthermore, in general, student teaching experiences yield changes in its participants. Through their fieldwork experiences, the comparison group demonstrated significant overall gains, and most specifically in lesson planning and working with diverse students.