As classrooms become more diverse, one of the necessary goals of teacher education programs is to prepare preservice teachers (PSTs) to work with children of diverse populations. PSTs who derive largely from a dominant White culture will clearly face this challenge. One effective approach used to assist PSTs to grasp the issues of cultural awareness and diversity involves the use of reflection to consider one's identity in relationship to others. Reflective thinking and teaching represent processes that require PSTs to consider the nature of their work and to use logical and rational analyses of their own teaching. Reflection represents a learning process that, with guidance and practice, enables PST's awareness of professional place and guides their processing of related emotional issues. Yet the manners in which teacher educators structure learning relate to the patterns of reflection that occur. Recent studies (Lin, 2009; Lucey, Ransdell, & Anderson, 2008) describe the patterns of reflections among PSTs in their efforts to clarify the socio-cultural identities of themselves and others. Lin's (2009) and Lucey et al.'s (2008) efforts employed two different approaches toward engendering multicultural awareness. The former employed individual processes and reflection while the other employed collaborative efforts. As these two studies yielded different PST views of cultural identities and relationships, the authors consider it appropriate to examine literature into the processes for PST's formation of cultural dispositions and their relationships to these works. To that end, this article provides an interpretation of literature relating to these issues. It begins by considering the conditions that shape the general formation of attitudes towards others and how these processes relate to the preconceptions of PST's. It follows this discourse by discussing results of efforts to sensitize PST's to needs of those who are ethnically/racially different from them. Next, it reviews the works of Lin (2009) and Lucey et al. (2008) and relates them to the literature. Finally, it provides ideas for designing successful interventions and provides ideas for their research. (Contains 1 table.)