A teacher at the Von Humboldt Child Parent Center, a unit of the Chicago, Illinois, public schools located in the largely Hispanic Humboldt Park area, implemented a practicum designed to improve disadvantaged Black and Hispanic preschool children's language and auditory skills in a nonbilingual learning environment. To carry out the project, 10 multicultural workshops were conducted for children, their teachers, and (mostly single) parents. It was expected that the intervention would result in: (1) an increase in teachers' positive attitudes about teaching language and auditory skills to preschool children from diverse cultural backgrounds; (2) acquisition, by parents, of new teaching methods and improved understanding of the importance of teaching supportive home readiness skills; (3) improved language and auditory skills among participating preschool children; and (4) preschool children's increased understanding of the value of diversity, cultural difference, and ethnic pluralism. The practicum was evaluated by comparisons of pre- and post-tests administered to children, parents, and teachers. Children showed significant gains on their measures. Parents gained a new understanding of the importance of cooperation between home and school. Teachers' attitudes about teaching language and multicultural education became more positive. Related materials, such as tests, questionnaires, workshop agendas and handouts, and a list of children's books about different cultures, are provided in 22 appendices. (Author/RH)