Although teachers may strive to create inclusive, multi-cultural classrooms, they may lack the requisite knowledge and skills to successfully accomplish the task. Drawing on case study research that illuminates challenges encountered by White teachers of multicultural literature, I propose a comprehensive diversity component for teacher education. If teacher education programs make a concerted effort to provide their candidates a thorough grounding in multicultural content, specifically address methods of teaching it, weave multicultural and race-related content into all areas of the academic program and guide candidates through a multicultural immersion experience, teachers would be better equipped to educate students to live and work effectively in our diverse society. (Contains 1 footnote.)