Halgunseth (2009) noted the two most influential environments in which young children develop are their homes and their early childhood programs (p. 56). The unique responsibility of an early childhood educator lies in bringing these two contexts together to create a foundation for a respectful and trusting partnership with a child's family. Thus, reaching out and engaging diverse families may be a daunting task for early childhood preservice teachers (Chavkin, 2005). The researcher contemplated the "worries" that early childhood teacher candidates and beginning teachers have with regard to their work with diverse families. This case study used the qualitative tradition of grounded theory to gain a deeper understanding of the constructs, themes and patterns associated with the phenomenon of multicultural teaching concerns (MTC) (Marshall, 1996) with regard to knowledge and understanding of diverse families. Data collection included one-on-one interviews of nine preservice teachers and two beginning teachers from one early childhood teacher education program, a document review of course syllabi and a demographic questionnaire. Utilizing constant comparison of the data sets and conceptualization techniques such as drawing diagrams and telescoping (Hennick, Rutter & Bailey, 2011), five essential themes emerged. The themes are (a) behind the scenes ? just being a teacher ? role confusion; (b) mirror, mirror on the wall ? what is normal? ? deficit view of diverse families and feelings of insecurity; (c) location, location, location and a whole new world ? communicating with diverse families ? feelings of insecurity; (d) it's not textbook information ? filling a gap ? feelings of insecurity; and (e) mirror, mirror on the wall and a whole new world ? acceptance ? feelings of insecurity. The researcher discusses the interplay between the triggers/sources of the MTC, the MTC, and the hindrance to confidence and comfort to working with diverse families. The findings of this study recommend key considerations (R[superscript 2]OOTS) to address the intricacies associated with the phenomenon of MTC whether it is to inform programmatic development, evaluation of current practices, or for professional development purposes. The key considerations integral to R[superscript 2]00TS are relationships, reflection, opportunity, optimism, transparency, and social justice. [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.]