This study investigated preservice teachers' beliefs toward cultural diversity by employing an inquiry through literature approach. The purpose of this study was to examine the impact of an inquiry through literature instructional format, such as book clubs, and whole class and individual inquiry, on preservice teachers' beliefs regarding cultural diversity while they were enrolled in the Multicultural Influences on Learning (BSL 236) course at a midsize southwestern university. The design of this study was a mix-method design. Seven types of measurements, one quantitative measure and six qualitative measures were used. The quantitative measurement instrument was the Teacher Multicultural Attitude Survey (TMAS), a 20 item rated on a four-point scale, which determines the level of preservice teacher agreement with cultural diversity. Six qualitative instruments were focused on data from the language charts, the preservice teachers' response journals, the online book club discussions, the inquiry charts, the focus group interview, and the co-instructor interview. The findings from the TMAS survey indicated that the strong positive professional and personal beliefs of the preservice teachers resulted in their acceptance of culturally diverse students. An exploratory factor analysis consisting of a principal component analysis with a Varimax rotation was conducted to analyze the responses and identify the underlying constructs of the preservice teachers' beliefs toward cultural diversity. Analysis of the quantitative data found there were two components of the preservice teachers' beliefs toward cultural diversity, i.e., (a) Teachers' sensitivity and appreciation of cultural diversity; and (b) Teachers' efforts to address multicultural issues in the curriculum and learning process. The findings from the TMAS survey also indicated that the strong positive professional and personal beliefs of the preservice teachers resulted in their acceptance of culturally diverse students. In addition, multicultural literatures were found to be effective in enhancing the development of greater multicultural awareness and sensitivity in preservice teachers, and their efforts to address multicultural issues in the curriculum and learning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]