This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds; and 2) Schools of Education must begin early in teacher education programs to integrate multiculturalism throughout their program of study. The implications of the results suggest that for true understanding of diversity and multiculturalism specific methods and strategies must be implemented through rigorous training in teacher education. (Contains 7 tables.)