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This study explored 30 preservice teachers' knowledge on issues related to poverty. In an openended questionnaire, preservice teachers' perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers' knowledge was nonspecific and lacked focus on the relationship among poverty, schools, and students. These results indicate a need for us as teacher educators to provide preservice teachers with (a) specific details aboutdoi:10.4148/2470-6353.1035 fatcat:rlze4pacmndmta73fuxebsaque