This paper describes the Sophomore Multicultural Internship for preservice teachers at Moorhead State University, Minnesota. From 1990-95, the program immersed preservice teachers in cross-cultural encounters and K-12 clinical experiences intended to: engender enlightened tolerance; provide an embedded context for making moral choices to pursue careers in teaching; prepare beginning teachers to address increasingly diverse groups of learners in contemporary classrooms; and affirm the connective tissue between professional education coursework and the kinds of decisions that confront teachers in diverse contexts. Each spring, sophomore preservice teachers lived, studied, traveled, and interned in the Rio Grande Valley close to the Mexican border. They served as interns within K-12 classrooms in a school district with a large population of Mexican students and teachers. They lived in condominiums inhabited primarily by local Hispanics and Mexican nationals. The internships enhanced the professional relevance of students' coursework and helped students use daily journals and team-based and large-group discussions to analyze educational contexts, reflect upon daily practice, and sense the influence of culture upon teaching and learning. The program modeled and taught habits of community by giving explicit attention to and providing structured practice for the skills required for community life. (SM)