Studies have shown that preservice teachers do modify their knowledge and value dispositions for teaching culturally diverse student populations. Continuing this line of research, this study focuses on pedagogical and methodological conditions in the education of preservice teachers. A class of preservice teachers was assigned to various public schools to observe how issues of cultural diversity were handled. They were asked to reflect on their observations, write an analysis for presentation and discussion, and determine how these observations would influence their future teaching behavior. The written observations of 10 students were randomly selected for analysis. In general, all 10 students exhibited a basic understanding of cultural diversity. Most indicated an understanding that: (1) in the classroom, more than academics must occur; (2) in order to teach a child, one must understand the realities that students bring to class; (3) the classroom is a training center for how students will function in the larger society; and (4) just as prejudice can be learned, so can cooperation and conflict resolution. It is acknowledged that knowledge of students' cultural diversity cannot be imposed; rather, such knowledge must be experienced. The pedagogical and methodological conditions employed supported this supposition. (Contains 14 references.) (Author/LL)