This study focused on determining whether there are particular factors that may be associated with the development of greater multicultural awareness and sensitivity in preservice teachers. The researcher conducted extensive interviews with one 22-year-old White female teacher candidate and identified six factors that appeared to play a critical role in her positive multicultural development. Three of the factors were dispositional and included openness to diversity, self-awareness/self-reflectiveness, and commitment to social justice. The other three factors were experiential and included intercultural experiences, support group experiences, and educational experiences. Several implications of the study are discussed.
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