Today's early childhood classrooms reflect the nation's changing cultural mosaic. With each new school year, teachers likely will encounter more and more children from backgrounds different from their own. The changing face of the American classroom reflects the progressive integration of race, religion, physical ability, and language. Early childhood teacher preparation programs have responded differently to this critical issue, in part because they operate in different conditions. A recent FPG study examined the impact of geographical contexts, institutional characteristics and program characteristics on cultural and linguistic diversity coursework and practica requirements in 416 Bachelor's degree programs that prepare early childhood teachers. The key findings are presented in this document.