The purpose of this study was to identify CTE teachers' perceptions of selected rewards, difficulties, and useful teaching strategies in culturally diverse classes. The sample was comprised of 41 trade and industrial, business technology, and family and consumer sciences teachers who taught students from 30 cultural backgrounds. The data were analyzed in light of a theory of openness of disposition and using descriptive statistics, the chi-square test, and content analysis. Language and cultural differences posed challenges to teachers, with language differences slightly more challenging. Maintaining high standards was somewhat more difficult than building community, but teachers generally perceived success with both challenges. Culturally diverse classes were rated significantly more rewarding and creative than problematic and conflict-ridden. Teachers used visual aids, handouts, demonstrations, hands-on projects, and cooperative learning as teaching strategies. While the results generally reflected positive beliefs among CTE teachers, there were some indications that further professional development in multicultural education is warranted. (Contains 3 tables.)