This article reports findings from a mixed-method investigation of a cohort of teacher candidates who were placed in an urban and culturally diverse practicum site at an elementary school. Fifteen preservice teachers completed pre- and posttest measures related to hope, motivation for teaching, and efficacy for teaching. Throughout the semester, they were required to investigate personal beliefs and past experiences with cultural diversity in the form of writing reflective response letters and cultural autobiographies. Providing the students with these opportunities was beneficial; however, findings are consistent with previous studies that suggest that (a) multiple opportunities across time are needed to uncover and dialogue about beliefs to present significant change rather than single, isolated opportunities and (b) teacher candidates with multicultural schooling and life experiences are more likely to have favorable beliefs and attitudes regarding cultural diversity than are candidates with monocultural schooling and life experiences.
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