The researcher of this study endeavored to determine if a treatment of a multicultural awareness presentation, multicultural coursework, and field experiences impacted teacher candidates' attitudes, beliefs, and perceptions of preparedness about teaching culturally diverse students. Today, as evidenced by disaggregation of test scores, and dropout rates, there is an increased awareness of the dire need to teach culturally diverse students. The purpose of this study was to investigate the effects of field experiences, multicultural coursework, and treatment on teacher candidates' attitudes, beliefs, and perceptions of preparedness about teaching culturally diverse students. In this study, approximately 91 participants enrolled in a pre-student teaching field experience course and a foundations of education course at a university in the south central part of the United States were administered a 30-item 4-point Likert-scaled Multicultural/Diversity Scale-Revised (MCR) developed by Ambrosio, Long, Sobieski, Hogan, Miller, Seguin, & Smith (1998) and a 5-item 4-point Likert-scaled Preparedness Survey developed by Ambrosio, Long, Sobieski, Hogan, Miller, Seguin, & Smith (1998). In this quasi-experimental study, a Repeated Measures ANOVA with qualitative support was used to assess the differences in the MCR and Preparedness pretest and posttest mean scores. The results indicated there were significant differences within the treatment groups' MCR pretest and posttest scores but not between the groups. However, age, gender, ethnicity, majors, and campuses did not have a significant impact on the treatment or control participants' attitudes or levels of preparedness about teaching the culturally diverse student. The qualitative data results indicated that a majority of the teacher candidates attributed fieldwork, coursework, and a treatment of a Cultural Awareness presentation to a significant change in their perceptions of preparedness about teaching the culturally diverse student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]