The U.S. Census Bureau (2009) reports that over 50% of school-age children will be other than non-Hispanic Caucasians by 2023. In an effort to help meet the imperative need for preservice teachers who are well prepared to work with these students from diverse cultural backgrounds, as well as for teacher education programs to more fully conceptualize their approach to preparing future teachers for diversity and multicultural education, this study initiates a discussion of preservice teachers' perceptions about multicultural education through the use of multicultural autobiography. This study examined preservice teachers as cultural beings and as future teachers in multicultural classrooms in order to help them understand themselves and others in relation to diversity and multicultural education. The questions investigated in this study were: (1) What kinds of multicultural experiences do preservice teachers perceive to have? (2) How do preservice teachers' multicultural experiences influence their identities as future teachers? In this study, the preservice teachers challenged their assumptions by considering themselves as sociocultural beings. Once aware of their lack of knowledge or experiences within diverse cultures, they reconstructed their beliefs and knowledge, taking into account that teachers should be careful not to offend students' cultures by thoughtfully considering each individual's personal background in the process of teaching and learning. (Contains 1 note.)