Research points to particular problems in the experiences of White teachers teaching children of color and diverse backgrounds because often they are unfamiliar with their students?' backgrounds and communities. This pilot investigation monitored preservice teachers' attitudes as they progressed through an introductory teaching course and documented changes that may have been contributed to course work and field experiences. This research suggests that there is value in students finishing an introductory teaching course being better informed about the complexities of teaching in multicultural environments.