Diversity and multicultural education is fast becoming the norm. Race, gender, ethnicity, ability, language, culture, socioeconomic class, family configurations, interests, or combinations of these produce enormous diversity issues. The refection of this huge sociocultural diversity--children coming from different ethnic backgrounds--has significantly increased in the United States in recent years. The purpose of this study is to understand the dynamics of three preservice teachers' beliefs and practical knowledge of diversity and multicultural education. This study aims to develop a portrait of preservice teachers' epistemological stances with the focus of "How do the preservice teachers perceive diversity and understand multicultural education in their teacher education program?" This study draws on the theoretical framework of social constructivism which was pioneered by Vygotsky and Bakhtin, arguing for "the importance of culture and context in forming understanding" (McMachon, 1997, p. 3), with respect to teacher beliefs and practical knowledge about diversity and multicultural education. Two face-to-face in-depth interviews with three preservice teachers were conducted. The three preservice teachers' views of experiencing diversity are discussed with respect to the subcategories of "feelings of being a minority and about minorities," "experiencing ESL children," and "experiencing different races, cultures, and genders." Then, each preservice teacher's "thoughts about teacher education programs for diversity" are followed with the aspect of "seeing a need for a more practical approach of teacher education."