The American public education system continues to be challenged by a myriad of persisting issues that have the potential to threaten the foundation upon which it was established--the principles of democracy. One of the recurring and most daunting is the continued slow or little progress that has occurred in student achievement, particularly for poor and minority students. The increasing demographic changes currently reflected in the United States and in today's public schools emphasize the need for teacher education programs to improve future teachers' knowledge development and exposure to a broader array of instructional practices so that they become better prepared to help students achieve and succeed academically. In many institutions, teacher preparation programs responded to the need to address the low achievement of poor and minority students by designing and adding a multicultural or diversity education course to the curriculum. The intent of the course was to increase the awareness and sensitivity of preservice teachers (80% White and middle class) who had little to no experience with cultures other than their own; yet, the call has persisted for multicultural education content in teacher education courses to move beyond an introductory level, and now the need is greater than ever before. To fully meet the needs of today's preservice teachers, multicultural education content should be integrated throughout the curriculum, rather than relegated to only one course. Teacher educators must create opportunities that help preservice teachers experience the process of knowing and understanding issues of diversity within the context of making pedagogical decisions that lead to increased academic achievement.