Differences in the self-concept of school-aged youngsters before and after interacting with preservice teachers in multicultural community-based situations and changes in their self-concept as a result of the structured teaching of self-concept activities were investigated. Tests revealed that the children possessed a more positive self-concept after interacting with and being taught by the prospective teachers. Positive shifts were observed on the factors of "behavior,""intellectual and school status,""appearance and attributes,""anxiety,""popularity," and "happiness and satisfaction." (Author/JD)