Preservice teachers' evaluations of community-based experiences in poor minority settings are the central concern of this report. The preservice teachers were subjects in an experimental program developed as a model for the preparation of teachers to work in a multicultural society with children who have been least effectively served by society. Field sites included inner city and desegregated suburban schools, bilingual schools, and Indian reservations. The evaluations cover the following 13 areas: (1) awareness of unique social and economic problems that the least-served encounter; (2) understanding of the life styles of those in the midst of poverty; (3) awareness of positive attributes significant to society found among poor minority groups; (4) competencies developed for alleviating some of the educational and social problems; (5) strategies to aid society to respect, understand, and appreciate the cultural heritage of minority groups; (6) understanding the impact of poverty on children's developmental tasks and learning styles; (7) cognizance of cultural patterns in the child's environment that often conflict with school expectations; (8) sensitivity to ways in which minority groups react to social conflict; (9) strategies that might be used to bridge the gap between the culture of home and school; (10) strategies for building a positive self-concept among minority group children; (11) awareness of community political structures that enhance or deny the poor access to the larger society; (12) acquisition of skills to help minority children develop competencies needed to cope with society external to the school; and (13) self-awareness of the influence a teacher might have on individuals from a different culture. (MM)