The purpose of the qualitative descriptive embedded single case study research was to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. The problem was the inadequacy on the part of teacher-credentialing programs to train pre-service teachers to make cultural contact with their students may impede the pedagogy students receive. Data were generated from in-depth interviews with 19 pre-service teachers and curriculum analysis. A lack of cultural competence preparation within teacher-credentialing programs emerged through interviews with students. Analysis of the curriculum content showed that courses pre-service teachers must take are not providing enough opportunities for them to learn how to become culturally competent. Almost all participants stated that their perception of preparedness to meet the cultural needs of diverse students at the conclusion of their program was deficient. Four themes emerged: (1) The teacher-credentialing program should focus on bridging the gap between teachers and diverse students, (2) The teacher-credentialing program should focus on the importance of cultural integration, (3) The teacher-credentialing should revamp the components of their courses to include multicultural curriculum, and (4) The teacher-credentialing program should focus on developing an awareness of each student's differences. Recommendations may provide an opportunity to improve teacher-credentialing programs to include multicultural education into every course to train pre-service teachers to become culturally competent and ready to create a culturally responsive classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]