This study was designed to combine the voices of advocates for a multicultural teacher education curriculum with the voices of advocates for the case study method in order to explore the possibilities of addressing multicultural issues in preservice teacher education coursework. To examine how preservice teachers make sense of diversity through discussion of a case study, a case was presented and discussed with 4 classes of 20 to 30 student teachers, organized into cooperative learning groups. The case, read aloud to the class, described a learning disabled child and contained contextual information regarding the child's cultural background. Preservice teachers recorded their reactions individually; cooperative groups created concept maps followed by role play based on the relationships of characters in the case. Data were derived from document analysis of pre- and post-case discussion reflections written by students in the class. The research concludes that discussion of a case with peers may provide an opportunity for preservice teachers to examine their beliefs, subjectivities, and biases and to understand how those subjectivities and biases affect how they perceive teaching and learning situations. This in turn may lead to a heightened sensitivity toward cultural diversity and how cultural diversity translates into many facets of schooling. (Contains 57 references.) (LL)