This paper highlights Q methodology as an appropriate research technique for capturing attitudes and demonstrates the use of Q method to study the attitudes of preservice teachers and teacher educators toward student diversity. A total of 43 participants from a comprehensive American university sorted 47 Q-statements. Two array groups emerged that indicate both consensual and divided attitudes toward student diversity. The study results indicate opportunities for both preservice teachers and teacher educators to find and create bridges to understand gaps in attitudes toward student diversity, which may help improve the effectiveness of multicultural teacher education. (Contains 4 tables and 1 figure.)