This study used qualitative case study methods to investigate how a particular community of practice located in a Midwest university influenced the M.Ed./PDS graduates' perceptions of working with diverse students. We use the term multicultural education to refer to the orientations and practices of the M.Ed. program and how the graduates thought about equity, diversity, and social justice. The data for the current study included exit interviews and focus group interviews after graduation, and a case study of three of the graduates. Through an analysis of the graduates' perceptions of their preparation to work with diverse students, we aimed to explore the influence of the purposes and practices of the program as a particular kind of community of practice on its graduates.