The lack of research about the efficacy of the three primary methods for training teachers to work with students from diverse cultures makes it difficult for universities to provide the proper training. The following quantitative, non-experimental, causal-comparative, ex-post facto study gathered and analyzed data concerning the efficacy of the most common approaches to training teacher candidates in multicultural teaching strategies and techniques. The sample was recruited from the population of certified faculty at rural schools in the state of Illinois. Data, using the Professional Beliefs about Diversity Survey (Pohan and Aguilar, 2001 Summer), were collected from teacher responses submitted through the SurveyMonkey application and analyzed quantitatively. The results of this study indicate that teachers trained by completing at least one course in multicultural education with an associated field experience would be more sympathetic to the needs of students from diverse cultures than those trained by other methods. The study also found evidence to explore the effects that a teacher's race might have on their sympathies to the needs of students from diverse cultures. Culturally responsive pedagogical skills and comprehensive knowledge about cultural diversity are developed through a combination of multicultural coursework, associated field experiences, and long-term, intense immersion projects. [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.]