This study examined the effects of different instructional approaches on male and female, Caucasian preservice teachers' opinions about multicultural education issues at a Mississippi university. Both the treatment group (N=19) and the comparison group (N=32) listened to lectures that focused on multicultural education concepts and the instructional needs of linguistically and culturally different children, but the supplementary activities for the two groups differed. The treatment group listened to the instructor read children's books depicting linguistic, physical, racial, and religious diversity and participated in interactive activities that addressed specific multicultural education concepts related to the four categories of diversity. Members of the comparison group read children's folktales associated with specific cultural groups and wrote summaries of the stories. Both groups responded to the Inventory of Multicultural Opinions (IMO). Post-test total IMO scores for the treatment and comparison groups did not differ significantly, but on seven items, the means of the two groups did differ significantly. These items addressed opinions about cultural values, comfort within culturally diverse settings, linguistic issues, and appropriate motivational techniques for use in culturally diverse classrooms. For the treatment group, significant, positive differences were obtained between the pre- and post-test total IMO scores and between items that addressed opinions about topics that had been included in the supplementary activities for the treatment group. The results of the study indicate that preservice teachers need training in the area of multicultural education and that each concept that should be acquired needs specific instructional focus. Lessons on the four diversity areas are appended. (Contains 17 references.) (Author/NAV)