Ninety-two White preservice teachers from middle to upper socioeconomic backgrounds were asked to respond to questions on a five-point Likert-type scale to estimate their beliefs about awareness of culture, diverse families, cultural communications, uses of assessment, and their teaching in multicultural classrooms before and after a junior level diversity practicum and seminar. Results of data seemed to show that our White preservice teachers' beliefs moved toward classroom diversity in the desired direction. Overall, they were less inclined after their practicum and seminar to refer students for testing (based on ethnicity and culture), and were less likely to accept the use of ethnic jokes and phrases in their classroom. Our results make us optimistic that our White preservice teachers will be more culturally aware and sensitive to the needs of their future students. Also, our results seem to indicate that the task of preparing culturally sensitive teachers is enormous. (Contains 4 tables.)