Public schools are continually pressed to meet the demands of an increase of a culturally and linguistically diverse population, compounded by the pressures exerted by the No Child Left Behind legislation and the National Council for Accreditation of Teacher Education. Indicated is a need for multicultural understandings in courses and field experiences within teacher education programs. The Teacher Multicultural Attitude Survey was administered to 56 preservice teachers in a 39-credit program infused with multicultural content courses and experiences in either urban or suburban field contexts. The results revealed that the participants significantly increased their multicultural awareness at the posttest, administered during the last semester of the 2-year program. The results also revealed that multicultural awareness of suburban participants was equivalent to that of their urban peers at the posttest, suggesting that field contexts did not differentially affect preservice teachers' multicultural attitudes.