This study examined preservice teachers' multicultural teaching performance and noted whether preservice teachers' demographic and educational backgrounds would predict their performance. Preservice teachers completed the Survey of Preservice Teachers' Multicultural Teaching Competency, which included questions about knowledge of subject matter, knowledge of human development and learning, adapting instruction for individual needs, multiple instructional strategies, classroom motivation and management skills, communication skills, instructional planning skills, assessment of student learning, professional commitment, and responsibility. They also provided demographic and educational information. Two open-ended questions examined respondents' levels of multicultural education integration. Results indicated that preservice teachers' backgrounds were an effective predictor of higher scores on multicultural teaching performance. The number of multicultural courses preservice teachers took was an effective predictor of a high score on their multicultural teaching performance. There was no correlation between preservice teachers' high scores on multicultural teaching performance and their multicultural education integration levels. (Contains 15 references.) (SM)