The purpose of this paper is to explore the theoretical structure of what we call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within our own work in an Early Childhood Education Masters in Education program and our commitments to preparing teachers to support diverse populations of children. Three different multicultural apprenticeships are used to provide concrete examples of the characteristics of this approach to preparing teachers for diverse classrooms.